Abstract

This study examines the role of Augmented Reality (AR) in enhancing cultural understanding through experiential learning. Using Partial Least Squares Structural Equation Modeling (PLS-SEM) with Smart PLS 4.0, we analyzed how different AR-based experiences—Simulation, Experiment 1, and Experiment 2—affect cultural diversity comprehension. Data were collected from 100 fifth-grade students at SDN Kademangan 5. Findings reveal that AR significantly enhances cultural understanding and serves as a key mediating factor. Among the experiential components, Simulation positively influences both AR and cultural understanding. Experiment 2 strongly impacts AR but has a limited direct effect on cultural understanding. Conversely, Experiment 1 shows a positive but statistically insignificant relationship. These results highlight the importance of optimizing experiential learning components and leveraging AR as a transformative educational tool to foster cultural appreciation and understanding in diverse learning environments.

Keywords

References

• Adewole, S., Gharavi, E., Shpringer, B., Bolger, M., Sharma, V., Yang, S. M., & Brown, D. E. (2020). Dialogue-based simulation for cultural awareness training (arXiv:2002.00223). arXiv.
• Agus, C., Cahyanti, P. A. B., Widodo, B., Yulia, Y., & Rochmiyati, S. (2020). Cultural-based education of Tamansiswa as a locomotive of Indonesian education system. In W. Leal Filho, A. L. Salvia, R. W. Pretorius, L. L. Brandli, E. Manolas, F. Alves, U. Azeiteiro, J. Rogers, C. Shiel, & A. Do Paco (Eds.), Universities as living labs for sustainable development: Supporting the implementation of the Sustainable Development Goals (pp. 471–486). Springer. https://doi.org/10.1007/978-3-030-15604-6_29
• Akçayır, M. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002
• Asad, M. M., Naz, A., Churi, P., & Tahanzadeh, M. M. (2021). Virtual reality as a pedagogical tool to enhance experiential learning: A systematic literature review. Education Research International, 2021, 7061623. https://doi.org/10.1155/2021/7061623
• Bekele, M. K., & Champion, E. (2019). A comparison of immersive realities and interaction methods: Cultural learning in virtual heritage. Frontiers in Robotics and AI, 6, 91. https://doi.org/10.3389/frobt.2019.00091
• Binbin, T., Sereerat, B., Songsiengchai, S., & Thongkumsuk, P. (2024). The development of intangible cultural heritage curriculum based on experiential learning theory to improve undergraduate students understanding in intangible cultural heritage. World Journal of Education, 14(1), 43. https://doi.org/10.5430/wje.v14n1p43
• Busse, V. (2020). Addressing linguistic diversity in the language classroom in a resource-oriented way: an intervention study with primary school children. Language Learning, 70(2), 382–419. https://doi.org/10.1111/lang.12382
• Chang, Y. S. (2023). Effects of virtual reality on creative design performance and creative experiential learning. Interactive Learning Environments, 31(2), 1142–1157. https://doi.org/10.1080/10494820.2020.1821717
• Cheung, G. W. (2024). Reporting reliability, convergent and discriminant validity with structural equation modeling: A review and best-practice recommendations. Asia Pacific Journal of Management, 41(2), 745–783. https://doi.org/10.1007/s10490-023-09871-y
• Corriveau, A. (2020). Developing authentic leadership as a starting point to responsible management: A Canadian university case study. International Journal of Management Education, 18(1), 100364. https://doi.org/10.1016/j.ijme.2020.100364
• Dorninger, C. (2021). Global patterns of ecologically unequal exchange: Implications for sustainability in the 21st century. Ecological Economics, 179, 106824. https://doi.org/10.1016/j.ecolecon.2020.106824
• Hallinger, P. (2020). The evolution of simulation-based learning across the disciplines, 1965–2018: a science map of the literature. Simulation and Gaming, 51(1), 9–32. https://doi.org/10.1177/1046878119888246
• Huang, H.-M. (2015). Applying augmented reality for experiential learning: a case study of E-Commerce Learning. International Dialogues on Education Journal, 2(2), 201–208. https://doi.org/10.53308/ide.v2i2.203
• Ibáñez, M. B. (2020). Impact of augmented reality technology on academic achievement and motivation of students from public and private Mexican schools. A case study in a middle-school geometry course. Computers and Education, 145, 103734. https://doi.org/10.1016/j.compedu.2019.103734
• Indrianingsih, A. W. (2020). Antioxidant and antibacterial properties of bacterial cellulose-Indonesian plant extract composites for mask sheet. Journal of Applied Pharmaceutical Science, 10(7), 37–42. https://doi.org/10.7324/JAPS.2020.10705
• Jdaitawi, M., Muhaidat, F., Alsharoa, A., Alshlowi, A., Torki, M., & Abdelmoneim, M. (2023). The effectiveness of augmented reality in improving students motivation: an experimental study. Athens Journal of Education, 10(2), 365–380. https://doi.org/10.30958/aje.10-2-10
• Kourgiantakis, T., & Bogo, M. (2017). Developing cultural awareness and sensitivity through simulation. In R. Allan & S. Singh Poulsen (Eds.), Creating cultural safety in couple and family therapy: supervision and training (pp. 89–101). Springer. https://doi.org/10.1007/978-3-319-64617-6_8
• Kuhail, M. A. (2023). Interacting with educational chatbots: A systematic review. Education and Information Technologies, 28(1), 973–1018. https://doi.org/10.1007/s10639-022-11177-3
• Küçük, S. (2016). Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load. Anatomical Sciences Education, 9(5), 411–421. https://doi.org/10.1002/ase.1603
• Martina, D., Kustanti, C.Y., Dewantari, R., Sutandyo, N., Putranto, R., Shatri, H., Effendy, C., Heide, A., Rijt, C. C. D., & Rietjens, J. A. C. (2022). Advance care planning for patients with cancer and family caregivers in Indonesia: a qualitative study. BMC Palliative Care, 21(1), 204. https://doi.org/10.1186/s12904-022-01086-0
• Mena, J., Estrada-Molina, O., & Pérez-Calvo, E. (2023). Teachers’ professional training through augmented reality: A literature review. Education Sciences, 13(5), 517. https://doi.org/10.3390/educsci13050517
• Moorhouse, N., Tom Dieck, M. C., & Jung, T. (2017). Augmented reality to enhance the learning experience in cultural heritage tourism: An experiential learning cycle perspective. e-Review of Tourism Research, 8(1), 1–5.
• Morris, T. H. (2020). Experiential learning–a systematic review and revision of Kolb’s model. Interactive Learning Environments, 28(8), 1064–1077. https://doi.org/10.1080/10494820.2019.1570279
• Pellas, N. (2019). Augmenting the learning experience in primary and secondary school education: a systematic review of recent trends in augmented reality game-based learning. Virtual Reality, 23(4), 329–346. https://doi.org/10.1007/s10055-018-0347-2
• Perifanou, M., Economides, A. A., & Nikou, S. A. (2022). Teachers’ views on integrating augmented reality in education: Needs, opportunities, challenges and recommendations. Future Internet, 15(1), 20. https://doi.org/10.3390/fi15010020
• Pranata, S. P. (2024). Digital literacy, skills, and security: impact on digital leadership in higher education. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 8(3), 775–791.
• Pranata, S. P., Mahkota, U., & Unggul, T. (2024). From clicks to trust: Insights into customer brand relationships on TikTok. Formosa Journal of Marketing Research, 3(11), 4043–4058. https://doi.org/10.33650/al-tanzim.v8i3.8538
• Pranata, S. P., Rivai, A., & Ballian, E. (2021). The role of motivation in mediating competence and teaching style against accounting understanding. International Journal of Science, Technology & Management, 2(6), 2110–2115. https://doi.org/10.46729/ijstm.v2i6.367
• Ras, E., Wild, F., Stahl, C., & Baudet, A. (2017). Bridging the skills gap of workers in Industry 4.0 by human performance augmentation tools: Challenges and roadmap. In L. Pecchia (Ed.), Proceedings of the 10th International Conference on PErvasive Technologies Related to Assistive Environments (pp. 428–432). ACM. https://doi.org/10.1145/3056540.3076192
• Roemer, E. (2021). HTMT2–an improved criterion for assessing discriminant validity in structural equation modeling. Industrial Management and Data Systems, 121(12), 2637–2650. https://doi.org/10.1108/IMDS-02-2021-0082
• Sarstedt, M. (2020). Structural model robustness checks in PLS-SEM. Tourism Economics, 26(4), 531–554. https://doi.org/10.1177/1354816618823921
• Soilis, N., Bhanji, F., & Kinsella, E. A. (2024). Virtual reality simulation for facilitating critical reflection and transformative learning: pedagogical, practical, and ethical considerations. Advances in Simulation, 9(1), 49. https://doi.org/10.1186/s41077-024-00319-x
• Soltani, P. & Morice, A. H. P. (2020). Augmented reality tools for sports education and training. Computers and Education, 155, 103923. https://doi.org/10.1016/j.compedu.2020.103923
• Steffen, J. H. (2019). Framework of affordances for virtual reality and augmented reality. Journal of Management Information Systems, 36(3), 683–729. https://doi.org/10.1080/07421222.2019.1628877
• Syairofi, A. (2023). Emancipating SLA findings to inform EFL textbooks: A look at indonesian school english textbooks. Asia-Pacific Education Researcher, 32(2), 177–188. https://doi.org/10.1007/s40299-022-00642-9
• Szalavári, Z. (1998). “Studierstube”: An environment for collaboration in augmented reality. Virtual Reality, 3(1), 37–48. https://doi.org/10.1007/BF01409796
• Thohir, M. A., Ahdhianto, E., Mas’ula, S., Yanti, F. A., & Sukarelawan, M. I. (2023). The effects of TPACK and facility condition on preservice teachers’ acceptance of virtual reality in science education course. Contemporary Educational Technology, 15(2), 12918. https://doi.org/10.30935/cedtech/12918
• Thohir, M. A., Yuliati, L., Ahdhianto, E., Untari, E., & Yanti, F. A. (2021). Exploring the relationship between personality traits and TPACK-Web of pre-service teacher. Contemporary Educational Technology, 13(4), ep322. https://doi.org/10.30935/cedtech/11128
• Tohani, E., Yanti, P., & Suharta, R. B. (2019). Learning process and experiential based cultural literacy education needs. International Journal of Innovation, Creativity and Change, 5(4), 351–365.
• Videnovik, M., Trajkovik, V., Kiønig, L. V., & Vold, T. (2020). Increasing quality of learning experience using augmented reality educational games. Multimedia Tools and Applications, 79(33), 23861–23885. https://doi.org/10.1007/s11042-020-09046-7
• Vishwanathan, P. (2020). Strategic CSR: A concept building meta-analysis. Journal of Management Studies, 57(2), 314–350. https://doi.org/10.1111/joms.12514
• Wang, P. (2018). A critical review of the use of virtual reality in construction engineering education and training. International Journal of Environmental Research and Public Health, 15(6), 1204. https://doi.org/10.3390/ijerph15061204
• Xu, W.-W., Su, C.-Y., Hu, Y., & Chen, C.-H. (2022). Exploring the effectiveness and moderators of augmented reality on science learning: a Meta-analysis. Journal of Science Education and Technology, 31(5), 621–637. https://doi.org/10.1007/s10956-022-09982-z
• Yip, J. (2019). Improving quality of teaching and learning in classes by using augmented reality video. Computers and Education, 128, 88–101. https://doi.org/10.1016/j.compedu.2018.09.014

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.