Indonesi
an
Journa
l
of El
ect
ri
cal Engineer
ing
an
d
Comp
ut
er
Scie
nce
Vo
l.
1
3
,
N
o.
1
,
Jan
uar
y
201
9
,
pp.
5
8
~
64
IS
S
N: 25
02
-
4752, DO
I: 10
.11
591/ijeecs
.v1
3
.i
1
.pp
5
8
-
64
58
Journ
al h
om
e
page
:
http:
//
ia
es
core.c
om/j
ourn
als/i
ndex.
ph
p/ij
eecs
The usab
ility analysi
s of u
sing augment
ed reality
f
or linu
s
students
Ka
m
aria
h
Awang, Sy
ad
i
ah
No
r
W
an
Sh
am
suddin
, I
sm
ahaf
ez
i Ism
ail
, Nork
ha
ir
an
i
Ab
d
ul R
awi
,
Ma
iz
an
M
at
Amin
Facul
t
y
of
Infor
m
at
ic
s a
nd
Com
puti
ng,
Univer
sit
i
Sulta
n
Z
ai
n
al
Abidin
(UniSZA
),
Mal
a
y
s
ia
Art
ic
le
In
f
o
ABSTR
A
CT
Art
ic
le
history:
Re
cei
ved
Sep
1
7
, 201
8
Re
vised N
ov 19
, 2
018
Accepte
d
N
ov
3
0
, 201
8
Mobile
t
ec
hno
lo
g
y
wi
th
Augm
ent
ed
Re
alit
y
h
as
bec
om
e
popu
lar
worldwide
with
a
broa
d
ran
ge
of
users,
inc
l
uding
student
s
from
al
l
le
vel
s
of
educ
ation
and
the
impact
of
m
obil
e
t
ec
hn
olog
y
in
cl
assro
om
s
has
bee
n
e
xte
nsive
l
y
studie
d.
Thi
s
tec
hnolog
y
ca
n
be
t
he
so
urc
e
of
m
oti
vat
ion
for
LINUS
student
s
espe
cially
s
tudents
with
disab
il
i
ti
es.
The
word
usabil
ity
al
so
r
e
fer
s
to
th
e
m
et
hods
to
improve
the
ea
s
e
o
f
use
during
a
design
proc
ess.
Am
ong
the
diffi
cu
lt
i
es
in
teac
hing
a
LINUS
student
is
the
la
ck
of
visua
l
m
edi
a
fo
r
under
standi
ng
th
e
subjec
t
espe
cia
lly
in
basic
m
at
h
emati
cs
such
as
eva
lu
at
in
g
a
num
ber
and
ca
lc
u
la
t
ing
the
n
um
ber
.
The
obj
ec
t
ive
of
the
st
ud
y
was
to
eva
lu
at
e
th
e
usabil
ity
of
using
Augm
ent
ed
Reality
in
a
m
obil
e
appl
ic
a
ti
on
among
LINUS
student
s
in
pr
i
m
ar
y
schoo
ls.
Thi
s
stud
y
used
surve
y
da
ta
gat
her
ed
from
3
2
LINUS
student
s
of
3
different
primar
y
schoo
ls
in
Mara
n
g
and
Kuala
Te
r
e
ngganu
Districts.
The
questi
onn
ai
re
col
l
ecte
d
d
at
a
on
f
iv
e
construc
t
of
usa
bil
ity
te
st
to
th
e
LINUS
stude
nts.
Th
e
studen
ts
used
th
e
m
obil
e
applicati
on
while
be
ing
g
uide
b
y
th
ei
r
te
a
che
r.
They
n
avi
g
at
ed
al
l
th
e
butt
ons
provided
and
answere
d
the
quiz
too.
The
cr
it
er
ia
of
usabil
ity
te
st
consist
of
five
construc
ts.
The
student
s
showe
d
a
significant
int
ere
st
in
le
arn
ing
num
ber
s
b
y
a
ct
iv
ely
par
ti
c
ipa
t
ing
in
the
LIN
US
ses
sions.
The
usabilit
y
l
e
vel
was
m
ea
sure
d
base
d
on
the
f
ive
constru
ct
s.
I
n
summ
ar
y
,
the
augmente
d
r
ea
l
ity
m
obil
e
ap
pli
c
at
ion
has
a
g
rea
t
pot
ent
i
al
to
be
used
in
te
a
chi
ng
and
l
earning,
as
in
the
Malay
s
ia
Edu
cat
ion
Deve
lopmen
t
Pl
an
2013
-
2025
espe
c
ia
l
l
y
on
the L
INU
S st
udent
s.
Ke
yw
or
ds:
Augm
ented
rea
li
ty
LINUS
Mob
il
e a
pp
li
ca
ti
on
Usab
il
it
y
Copyright
©
201
9
Instit
ut
e
o
f Ad
vanc
ed
Engi
n
ee
r
ing
and
S
cienc
e
.
Al
l
rights re
serv
ed.
Corres
pond
in
g
Aut
h
or
:
Syadia
h N
or
Wan S
ham
su
ddin
,
Faculty
of In
form
atics and
C
om
pu
ti
ng
,
Un
i
ver
sit
i S
ultan Zai
nal Abid
in (U
niSZA),
Ma
la
ysi
a.
Em
a
il
:
sya
diah@
unisz
a.e
du.
m
y
1.
INTROD
U
CTION
The
ne
w
t
oo
l
and
te
ch
nolo
gy
with
a
ugm
e
nted
reali
ty
is
tren
ding
in
e
ducat
ion.
It
helps
te
ac
her
s
in
gu
i
ding
t
he
Li
te
racy
an
d
N
um
eracy
Scree
ni
ng
(L
INUS
)
s
tud
e
nts
durin
g
the
se
ssio
ns
i
n
th
e
cl
assr
oo
m
[1]
.
The
LI
N
US
pro
gr
am
m
e
wa
s
introdu
ce
d
a
s
a
fo
cus
a
rea
of
the
ed
ucat
ion’s
Nati
onal
Key
Re
su
lt
s
Ar
ea
(NKRA
)
of
th
e
Governm
ent
Transf
or
m
at
ion
Pro
gr
am
m
e
(
GTP)
in
20
13
[2]
.
T
he
ob
j
ect
ive
of
t
he
pro
gram
is
to
offe
r
a
n
est
a
blishe
d
an
d
st
r
ong
fou
nd
at
io
n
in
ba
sic
li
te
racy
and
num
eracy
sk
il
ls
durin
g
the
first
th
re
e
ye
ars
of
t
he
Ma
la
ysi
an
sc
hoolin
g
s
yst
e
m
.
The
do
screeni
ngs
eve
ry
ye
ar
in
or
de
r
to
ide
ntify
stud
e
nts
who
are
facin
g
diff
ic
ulti
es in bas
ic
arithm
e
ti
c. Th
e ide
ntifie
d st
ud
e
nts w
il
l h
ave to
par
ti
ci
pa
te
in
a LINUS
-
de
dicat
ed
rem
edial
cl
ass
hoping
th
at
their
per
f
orm
ance
will
i
mp
r
ove
[3]
.
U
sa
bili
ty
in
te
r
m
s
of
the
ge
ne
ral
acce
ptance o
f
a
syst
e
m
include
s
so
ci
al
acce
ptabili
ty
and
pr
act
ic
al
aspects
su
c
h
as
reli
abili
ty
,
c
os
t,
com
patibil
it
y,
and
us
ef
ul
ness.
The
oth
e
r
m
eanin
g
of
us
abili
ty
is
a
qual
it
y
at
tribu
te
t
hat
a
ssesses
how
e
asy
us
e
r
i
nterfac
es
are
to
be
us
e
d.
The
usa
bili
ty
can
be
im
pr
ov
ed
by
us
in
g
te
chnolo
gy.
T
he
i
m
ple
m
entat
i
on
of
te
c
hnology
in
the
te
ac
hing
of
pr
im
ary
sch
ools
especial
ly
t
ho
s
e
involvi
ng
wea
k
stu
de
nts
know
n
as
LINUS
stu
de
nts
are
wi
de
sp
rea
d.
Evaluation Warning : The document was created with Spire.PDF for Python.
Ind
on
esi
a
n
J
E
le
c Eng &
Co
m
p
Sci
IS
S
N:
25
02
-
4752
Th
e
usab
il
it
y ana
ly
sis
of
us
in
g aug
men
te
d
r
ealit
y for lin
us
stud
e
nts
(
Ka
m
ar
ia
h
Aw
ang
)
59
Yet
there
are
f
ur
t
her
stu
dies
that
do
no
t
util
iz
e
the
us
e
of
t
echnolo
gy
[4
-
6]
.
The
ef
fecti
ven
e
ss
of
the
us
e
of
te
chnolo
gy has
b
ee
n pro
ven in teachi
ng
a
nd
le
arn
in
g
es
peci
al
ly
in
the
us
e
of m
ultim
edia com
po
ne
nts
[7]
.
2.
AR
BE
ST
AP
PLICATI
ON
Augm
ented
Re
al
it
y
(A
R)
is
on
e
of
t
he
m
os
t
popu
la
r
m
u
l
tim
edia
te
chn
ol
og
ie
s
in
to
da
y'
s
te
aching
session.
T
he
aug
m
ented
re
al
it
y
featur
es
that
can
il
lustrate
reali
sti
c
3D
obj
ect
s
he
lp
stude
nts
to
bette
r
unde
rstan
d
the
con
ce
pt
or
obje
ct
of
a
su
bject
[8]
.
Re
searc
h
involvi
ng
the usage
AR
f
or
te
achin
g
stu
den
t
s
with
disabili
ti
es
are
gaini
ng
on
th
e
sub
j
ect
of
m
at
hem
atics,
as
stud
e
nts
a
re
a
ble
to
see
how
the
cal
c
ulati
on
s
a
nd
nu
m
ber
s
are
vi
su
al
ly
pr
esent
ed
[
9]
.
The
refor
e
,
the
us
e
of
aug
m
ented
re
al
it
y
in
te
aching
disable
d
stud
e
nts
especial
ly
for
the
LI
N
US
program
in
pr
im
ary
sch
ools
is
ver
y
prom
isi
ng
.
Am
on
g
t
he
recent
stu
dies
us
in
g
aug
m
ented
rea
li
ty
as
an
au
xi
li
ary
m
ediu
m
for
pr
im
ary
school
te
achi
ng
LI
NUS
stu
de
nts'
in
m
at
he
m
at
ic
s
wh
ic
h
is
Aug
m
ented
Re
al
it
y
–
Be
la
j
ar
Asa
s
No
m
bo
r
Sec
ar
a
In
te
rak
ti
f
(
ARBEST
)
[9]
has
al
so
be
en
us
e
d
as
a
gu
i
de.
ARBES
T
is
a
m
ob
il
e
app
li
cat
io
n
us
i
ng
A
ug
m
ented
Re
al
it
y
fo
cusi
ng
on
le
ar
ning
basic
num
bers
for
LINUS
ye
a
r
1
in
pri
m
ary
sc
hool.
T
his
m
ob
il
e
ap
plica
ti
on
ha
s
tw
o
bu
tt
on
s
to
nav
i
gat
e,
w
hich
a
re
“
ken
al
i
no
m
bor
asas”
and
al
so
“ke
na
li
m
at
awan
g”.
Af
te
r
the
LI
N
US
stu
den
t
le
a
rn
s
f
ro
m
the
a
pp
li
cat
io
n,
t
he
y
can
then
try
to
a
nswer
the
quiz
.
ARBEST
us
es
three
im
po
rtant
theo
ries
na
m
el
y
cog
niti
ve
load
the
or
y,
i
ntrin
sic
m
ot
ivati
on
a
nd
com
pen
sat
ory
te
achi
ng
[
9]
.
The
ARBEST
con
ce
ptu
al
fr
a
m
ewo
r
k
is
use
d
as
it
en
han
c
es
the
sp
irit
of
le
ar
nin
g,
m
aking
le
arn
i
ng
m
or
e
interest
ing
with
the
presence
of
interact
ive
m
ultim
edia
el
e
m
e
nts
as
well
as att
racti
ng stu
de
nts'
interest
[
10]
in kn
ow
i
ng the
basi
c num
ber
of m
at
hem
atics.
3.
METHO
DS
3.1
.
Desig
n
The
pa
rtic
ipan
ts
wer
e
LI
NUS
Year
O
ne
stud
e
nts
of
Sekola
h
Ke
ba
ng
s
a
an
K
ubu,
Ma
r
ang,
Sekola
h
Keb
a
ngsaa
n
Tok
DI
R
an
d
Sekola
h
Ke
ba
ng
s
aan
Unda
ng,
K
uala
Tere
ngga
nu.
A
tot
al
of
32
pa
rtic
ipants
(8 f
em
al
e and
24 m
al
e) w
ere
recr
uited
for
t
hi
s experim
ent.
3.2
.
In
str
u
m
ents
3.2.1
AR
BE
S
T
ARBEST
op
e
r
at
es
on
a
sm
ar
t
phon
e
,
ta
blet
or
sta
nd
a
r
d
P
C.
The
re
are
t
wo
m
odules
in
ARBE
ST
wh
ic
h
is
Me
nu
Ke
nali
No
m
bor
an
d
Me
nu
Ken
al
i
Ma
ta
wang.
Eac
h
m
odule
has
on
e
aug
m
ented
rea
li
ty
and
inau
gurati
on e
xer
ci
se m
odule
.
3.2.2 Fee
db
ac
k
Ques
tio
nn
aire.
The
quest
ionn
ai
re
feat
ur
es
twenty
qu
e
sti
ons
acc
ordin
g
t
o
the
usa
bili
ty
te
st
[11]
,
t
he
ans
wers
to
wh
ic
h
will
pro
du
ce
a
sc
or
e
of
betwee
n
1
an
d
5
us
in
g
the
Likert
Scal
e
[12
-
14]
.
The
qu
e
sti
onna
ires
ass
ess
the
par
ti
ci
pa
nt’s;
e
ase
of
us
e
,
c
onstr
uct
of
use
f
uln
ess
,
co
ns
t
ruct
of
sel
f
-
e
ff
ic
acy
,
co
ns
tr
uct
of
c
om
patibil
ity
and
const
ru
ct
of
usi
ng
i
ntentio
n.
3.2.3 Pr
oced
u
re
First,
stu
den
ts
wer
e
f
orm
ed
i
nto
sm
al
l
gr
ou
ps
.
T
hen,
each
stud
e
nt
was
tra
ined
to
us
e
the
app
li
cat
io
n.
Af
te
r
the
trai
ni
ng,
t
he
st
ud
e
nt w
il
l
carry out
t
he
real
e
xp
e
rim
ent.
The
n,
th
e
te
acher
w
il
l
ask
st
ud
e
nts
t
o
answe
r
the
quiz
in
t
he
app
li
cat
io
n
to
see
how
fa
r
they
unde
rsta
nd.
T
he
n,
th
e
stud
e
nts,
with
t
he
help
of
te
ach
er
will
answer t
he
qu
e
sti
onnaire
giv
e
n.
4.
RESU
LT
A
N
D DIS
CUSSI
ON
Usab
il
it
y evalu
at
ion
of
a
ny sy
stem
is essentia
l t
o
ens
ur
e
sys
tem
s
m
eet
b
oth
d
esi
gn s
pecifi
cat
ion
s a
nd
us
er
requirem
ent
crit
eria.
Us
abili
ty
can
be
def
i
ned
as
the
degree
to
w
hi
ch
so
m
et
hin
g
is
able
or
fit
to
be
us
e
d
[
15]
. T
his
secti
on only
focu
sed
on use
r
sati
sfacti
on b
a
sed o
n
the
ques
ti
on
nai
re
giv
e
n.
To
e
valuate
th
e
us
a
bili
ty
of
our
prototyp
e
app
li
cat
io
n,
A
RB
EST,
we
unde
rto
ok
a
us
e
r
e
valuati
on
stud
y
with
32
pa
rtic
ipants.
The
quest
io
nnai
re
wa
s
base
d
on
par
ti
ci
pa
nt
s’
respo
ns
es
on
a
fiv
e
-
po
i
nt
Likert
Scal
e
(stron
gly
agr
ee,
ag
ree
,
undecide
d,
di
sagr
ee,
str
ongl
y
disagr
ee)
.
The
res
pons
e
s
are
su
m
m
arised
in
Figure
1
-
5.
4.1
.
Constr
u
ct Ease
of
Use
The
qu
e
sti
on
s
are
f
oc
us
ed
on
the
usa
bili
ty
of
t
he
c
on
st
ruct
wh
ic
h
c
on
c
entrates
on
the
ease
of
us
e
wh
ic
h
is
re
ferr
ing
t
o
the
fact
that
le
arn
e
rs
belie
ved
that
ARBEST
ca
n
prom
ote
their
eff
ic
ie
ncy
in
l
earn
i
ng
Evaluation Warning : The document was created with Spire.PDF for Python.
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Ind
on
esi
a
n
J
E
le
c Eng &
Co
m
p
Sci,
Vo
l.
1
3
, N
o.
1
,
Ja
nu
a
ry
201
9
:
5
8
–
6
4
60
nu
m
ber
s.
T
he
r
esult
sho
ws
t
ha
t
the
a
pp
li
cat
ion
is
e
asy
t
o
use
an
d
al
s
o
hel
ps
t
he
st
ud
e
nts
in
unde
rstan
di
ng
the
le
arn
in
g
of
nu
m
ber
s
[16]
.
M
or
e
over,
the
stud
e
nts’
“pe
rce
ived
ea
se
of
use
”
in
dicat
e
th
at
the
di
ff
ic
ult
y
and
chall
enges
of
the
au
gm
ented
reali
ty
app
li
cat
ion
co
nfo
rm
to
the
kn
ow
l
e
dg
e
a
nd
sk
il
l
le
vel
of
the
LINUS
stud
e
nts,
hen
c
e,
instea
d
of
e
xp
e
rienci
ng
a
nxie
ty
,
they
we
re
able
to
e
ng
age
in
th
e
ta
sk
s
wit
h
a
feeli
ng
of
enjoym
ent
[17]
.
The
q1,
q2,
q3,
q4
re
pr
ese
nt
the
quest
io
n
num
ber
fo
r
e
ac
h
const
ru
ct
as
Ta
ble
1.
All
the
s
tud
e
nts
ha
d
strongly
ag
ree
d
that
le
ar
ning
ARBEST
th
r
ough
m
ob
il
e
ph
on
e
is
easy
for
them
.
As
we
can
see,
t
hey
ha
d
f
un
acce
ssing
the
a
pp
li
cat
io
n
beca
us
e
it
is
easy
f
or
t
hem
to
na
vig
at
e.
F
or
q2,
th
e
ave
rag
e
is
4.
9
stu
de
nts
th
i
nk
that
le
arn
in
g
ARB
EST
t
hroug
h
m
ob
il
e
phon
e
can
sa
ves
tim
e,
w
hile
on
ly
one
st
ud
e
nt
disa
gr
ee
d.
All
t
he
stud
e
nts
strongly
a
gr
ee
d
that
le
a
rn
i
ng
ARBEST
thr
ough
m
ob
il
e
phone
is
c
onve
nient
for
them
.
Th
e
ave
ra
ge
is
4.
9
stud
e
nts thi
nk
t
hat lea
rn
i
ng
A
RB
EST thro
ug
h
m
ob
il
e p
ho
ne
is easy
to
us
e
an
d
t
hey en
jo
ye
d
it
, while
only
o
ne
stud
e
nt
disag
re
ed
as
sho
wn in
Fig
ur
e
1.
Table
1.
Q
uestion
s
for C
onstr
uct of Ea
se
of
Use
1.
CONSTRUC
T
OF
E
AS
E
OF
US
E
=
referring
to th
e f
ac
t that learne
rs belie
v
ed
that ARB
EST
can p
ro
m
o
t
e
th
eir
ef
f
icien
cy
in
learnin
g
nu
m
b
ers
.
q1
Lear
n
in
g
ARBES
T
th
rou
g
h
m
o
b
ile
p
h
o
n
e is easy
f
o
r
m
e
q2
Lear
n
in
g
ARBES
T
th
rou
g
h
m
o
b
ile
p
h
o
n
e sav
es ti
m
e
q3
Lear
n
in
g
ARBES
T
th
rou
g
h
m
o
b
ile
p
h
o
n
e is con
v
e
n
ien
t
q4
Lear
n
in
g
ARBES
T
th
rou
g
h
m
o
b
ile
p
h
o
n
e
is easy
to
us
e
Figure
1
.
A
verage
f
or c
onstruc
t of ease
of u
s
e
4.2
.
Constr
u
ct
of
Use
fu
lne
ss
The
sec
ond
co
ns
tr
uct
is
the
C
on
st
ru
ct
of
U
se
fu
l
ness
a
nd
re
f
ers
to
Table 2. They b
el
ie
ve
t
hat
le
ar
ning
nu
m
ber
s
t
hro
ugh
m
ob
il
e
phones
ca
n
sa
ve
ti
m
e
and
le
a
rn
i
ng
ARBEST
t
hroug
h
m
ob
il
e
phones
is
co
nve
nient.
Ther
e
a
re
22
from
the
32
stu
de
nts
thin
k
that
by
us
in
g
ARBEST
th
rou
gh
m
ob
il
e
ph
one,
they
are
not
re
stric
te
d
by
tim
e
and
pl
ace,
wh
il
e
six
stud
e
nts
sti
ll
agr
ee
with
22
stud
e
nts
an
d
a
bout
2
st
ud
e
nt
s
disag
ree
an
d
al
so
strongly
disag
r
ee
with
the
cr
it
eria.
For
t
he
seco
nd
quest
ion,
a
bout
29
s
tud
e
nts
thi
nk
t
hat
us
in
g
AR
BEST
thr
ough
m
ob
ile
phone
can
he
lp
them
in
le
arn
in
g
num
ber
s
wh
il
e
three
st
udents
disag
ree.
In
the
thi
rd
quest
ion,
about
29
st
ud
e
nts
to
o
thin
k
th
at
us
in
g
ARBE
ST
thr
ough
m
ob
il
e
phone
can
enh
a
nce
th
ei
r
le
arn
i
ng
of
num
be
r
s
wh
il
e
th
ree
of
them
disagr
ee
,
w
hile
quest
io
n
nu
m
ber
four,
ab
out
30
st
udents
str
ongly
agree
that
by
us
i
ng
ARBEST
th
rough
m
ob
il
e
phon
e
,
it
pr
ovide
s
helpful
guid
ance
f
or
an
sw
erin
g
the
qui
z,
wh
il
e
two
of
the
m
disag
reed wit
h
that, as s
how
n i
n
Fig
ure
2.
Table
2
.
Q
uestion
s
for C
onstr
uct of
Use
fu
l
ne
ss
2
.
CONSTR
UCT
OF US
EFU
LNE
S
S= T
h
e
y
believ
ed
l
earnin
g
nu
m
b
ers
t
h
rou
g
h
m
o
b
ile ph
o
n
es can sav
e ti
m
e
wh
ile lear
n
in
g
ARB
EST
thro
u
g
h
m
o
b
ile
ph
o
n
es is
co
n
v
en
ien
t.
q1
Usin
g
ARBEST
th
rou
g
h
m
o
b
ile ph
o
n
e is no
t r
estri
cted
by
ti
m
e and
place
q2
Usin
g
ARBEST
th
rou
g
h
m
o
b
ile ph
o
n
e ca
n
help
m
e
in le
arnin
g
nu
m
b
ers
q3
Usin
g
ARBEST
th
rou
g
h
m
o
b
ile ph
o
n
e enh
an
ce
m
y
le
ar
n
in
g
nu
m
b
e
rs
q4
Usin
g
ARBEST
th
rou
g
h
m
o
b
ile ph
o
n
e pro
v
id
es h
elp
f
u
l
g
u
id
an
ce in ans
wering
q
u
estio
n
(
q
u
iz)
Evaluation Warning : The document was created with Spire.PDF for Python.
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on
esi
a
n
J
E
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c Eng &
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m
p
Sci
IS
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02
-
4752
Th
e
usab
il
it
y ana
ly
sis
of
us
in
g aug
men
te
d
r
ealit
y for lin
us
stud
e
nts
(
Ka
m
ar
ia
h
Aw
ang
)
61
Figure
2
.
A
verage
for
c
onstruc
t of use
f
uln
es
s
4.3
.
Constr
u
ct
of
Self
-
Ef
ficacy
The
t
hir
d
c
onstruct
is
t
he
Con
st
ru
ct
of
Self
-
Ef
ficacy
an
d
ref
e
rs
t
o
Table
3.
Ac
c
ordin
g
t
o
the
innov
at
io
n of
the D
if
fusio
n
Mod
el
Theo
ry,
the d
efinit
io
n of
Self
-
Ef
fica
cy
is d
efined
a
s u
sers
’
abili
ty
of
us
in
g
m
ob
il
e
app
li
ca
ti
on
thr
ough
the
m
ob
il
e
inter
face.
F
or
qu
e
sti
on
num
ber
on
e
,
27
of
stu
den
ts
can
c
omplet
e
le
arn
in
g
ARB
EST
ta
sk
s
thr
ough
m
ob
il
e
phon
e
if
the
re
is
no
on
e
ar
ound
to
te
ll
the
m
w
hat
to
do,
w
hile
on
ly
five
stu
den
ts
s
ti
ll
need
to
be
gu
ide
d
by
som
eon
e
especia
ll
y
the
te
acher.
24
f
ro
m
the
32
stu
den
ts
c
ou
l
d
com
plete
le
ar
ning
ARBE
S
T
ta
sk
s
th
rou
gh
m
ob
il
e
ph
on
e
i
f
so
m
eon
e
ha
d
helpe
d
them
to
get
sta
rted
,
wh
il
e
ei
ght
stud
e
nts
sti
ll
need
to
be
hel
p
wh
e
n
to
c
om
plete
the
ta
sk
in
ARBES
T.
O
nly
19
st
udent
s
cou
l
d
ov
e
rc
om
e the d
iffic
ulti
es enc
ountere
d w
hen they use
d
m
obil
e p
hone
to
le
a
rn
ARBEST
, w
hile 1
3
stu
de
nt
s sti
ll
do
no
t
thi
nk
t
ha
t
they
can
ov
e
rco
m
e
if
any
pr
oble
m
hap
pened.
A
bo
ut
19
of
stu
den
ts
c
ou
l
d
com
plete
le
a
rn
i
ng
ARBEST
ta
s
ks
thr
ough
m
ob
il
e
phone
no
m
a
tt
er
the
m
ob
il
e
phone
or
how
dif
ficult
is,
w
hile
13
stu
de
nts
sti
ll
cou
l
d no
t c
om
plete
learni
ng
ARBEST ta
s
ks, as s
how
n
i
n
F
igure
3.
Table
3
.
Q
uestion
s
for C
onstr
uct of
Self
-
E
ff
i
cacy
3
.
CONSTR
UCT
OF SE
LF
-
EFFI
C
A
CY = A
ccord
in
g
to Inn
o
v
atio
n
Dif
f
u
sio
n
M
o
d
el theo
ry
,
the d
ef
in
itio
n
o
f
Self
-
Ef
f
icacy
was d
ef
in
ed
as u
sers’ a
b
ilit
y
of
us
in
g
m
o
b
ile
app
licatio
n
thro
u
g
h
m
o
b
ile in
terface
q1
I
co
u
ld
co
m
p
lete l
earnin
g
ARBEST
t
ask
s th
rou
g
h
m
o
b
ile ph
o
n
e if
there is
n
o
on
e
arou
n
d
to tell
m
e
wh
at to d
o
q2
I
co
u
ld
co
m
p
lete l
earnin
g
ARBEST
t
ask
s th
rou
g
h
m
o
b
ile ph
o
n
e if
so
m
eo
n
e had
h
elp
ed
m
e get sta
rt
ed
q3
I
co
u
ld
ov
erco
m
e t
h
e dif
f
icu
lties en
co
u
n
tered when
I
us
e
d
m
o
b
ile
ph
o
n
e to learn
ARB
EST
q4
I
co
u
ld
co
m
p
lete l
earnin
g
ARBEST
t
ask
s th
rou
g
h
m
o
b
ile ph
o
n
e whatev
er
m
o
b
ile
p
h
o
n
e h
o
w dif
f
icu
l
t is
Figure
3
.
A
verage
for
c
onstruc
t of sel
f
-
e
ff
ic
a
cy
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2502
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4752
Ind
on
esi
a
n
J
E
le
c Eng &
Co
m
p
Sci,
Vo
l.
1
3
, N
o.
1
,
Ja
nu
a
ry
201
9
:
5
8
–
6
4
62
4.4
.
Constr
u
ct
of
C
ompati
bil
ity
The
four
t
h
c
onstruct
is
the
co
m
pat
ibil
it
y
wh
ic
h
is
acco
r
ding
to
I
nnovat
io
n
Di
ffusio
n
M
od
el
t
heory.
Com
patibil
i
ty
ref
e
rs
to
the
fa
ct
that
us
e
rs
be
li
eve
that
le
ar
ni
ng
num
ber
s
th
rou
gh
m
ob
il
e
phones
wer
e
r
el
at
ed
to
us
e
rs'
li
fe
exp
erie
nces,
a
nd
ref
e
rs
to
Ta
ble
4.
F
or
the
fi
rst
qu
e
sti
on,
17
st
ud
e
nts
sai
d
t
ha
t
to
le
arn
ARBEST
via
the
m
ob
il
e
phone,
they
don’t
ha
ve
to
c
hange
a
nythin
g
in
their
m
ob
il
e
phon
e
that
they
cu
rr
e
ntly
have
.
Fo
r
this
quest
ion,
23
stu
den
t
s
thin
k
that
by
us
in
g
ARBES
T
thr
ough
m
ob
il
e
phone
t
he
y
f
eel
that
it
does
no
t
require
si
gn
ifi
cant
cha
ng
e
i
n
their
existi
ng
work
r
ou
ti
ne
.
Fo
r
quest
io
n
num
ber
three,
17
stu
den
ts
t
hink
that
us
in
g
ARBES
T
throu
gh
m
ob
il
e
phon
e
is
the
sam
e
as
us
ing
oth
e
r
m
ob
ile
app
li
cat
ion
s
or
s
of
t
war
e
th
at
they
had
us
e
d
in
th
e
past,
w
hile
ni
ne
stud
e
nts
ju
st
agr
ee,
four
s
tud
e
nts
disa
gr
e
e,
an
d
two
st
udents
don’t
think
t
hat
us
in
g
ARBES
T
is
the
sam
e
a
s
us
in
g
oth
e
r
s
of
t
war
e.
All
th
e
stud
e
nts
had
strongly
ag
ree
d
that
us
in
g
A
RB
EST
can
reinfo
rce l
earn
i
ng fro
m
tablet
s to
o,
as
s
how
n
in
Fig
ure
4
.
Table
4
.
Q
uestion
s
for C
onstr
uct of C
om
patib
il
it
y
4
.
CONSTR
UCT
OF CO
MPAT
IBI
L
IT
Y
= Ac
co
rdin
g
to Inn
o
v
atio
n
Dif
f
u
sio
n
M
o
d
el theo
ry
,
co
m
p
atib
ility
r
ef
e
rs to th
e f
act
th
at us
ers believ
ed
that learnin
g
nu
m
b
ers thro
u
g
h
m
o
b
il
e ph
o
n
es was re
lat
ed
us
ers’
lif
e ex
p
er
ien
ces
q1
To u
se lear
n
in
g
A
RB
EST
thro
u
g
h
m
o
b
ile ph
o
n
e,
I
d
o
n
’t
h
av
e to ch
an
g
e anythin
g
I
cu
rr
en
tly
do
.
q2
Usin
g
ARBEST
th
rou
g
h
m
o
b
ile ph
o
n
e do
es n
o
t r
eq
u
ire
sig
n
if
ican
t changes in
m
y
ex
istin
g
work
r
o
u
tin
e.
q3
Usin
g
ARBEST
th
rou
g
h
m
o
b
ile ph
o
n
e is sa
m
e as us
in
g
o
th
er
so
f
tware
I
h
a
v
e us
ed
in
the p
ast.
q4
Usin
g
ARBEST
th
rou
g
h
m
o
b
ile ph
o
n
e ca
n
r
ein
f
o
rce
f
ro
m
tab
let
Figure
4
.
A
verage
for
c
onstruc
t of com
patibil
it
y
4.5
.
Constr
u
ct
of
Usin
g
I
nte
nt
io
n
The
fi
fth
c
on
s
truct
is
the
co
ns
tr
uct
of
us
i
ng
i
ntentio
n,
[
18
-
19]
w
hich
ref
e
rs
to
the
i
ntentio
n
of
ind
ivi
du
al
s
of
us
in
g
m
ob
il
e
i
n
the
fu
t
ur
e
[
18]
[20]
,
and
refe
rs
to
Table
5.
As
we
can
see
her
e
,
the
stud
e
nts
are
will
ing
to
us
e
and
will
co
ntin
ue
to
us
e
this
app
li
cat
io
n
to
l
earn
basic
num
ber
s.
W
e
ca
n
say
that
the
stud
e
nts
are
will
ing
to
co
ntinu
e
us
ing
interact
ive
te
chnolo
gy.
They
hav
e
f
ound
t
hat
f
utur
e
intenti
on
a
nd
th
e
char
act
e
risti
cs
of
st
ud
e
nts
hav
e
a
sig
nificant
posit
ive
eff
ect
on
st
udents
co
ntin
ue
d
use
of
AR
BEST.
The
inte
racti
ve
te
chnolo
gy
al
s
o
s
uggests
t
hat
a
stu
den
t
’s
le
ve
l
of
i
nnovat
iv
eness
a
ff
ect
s
hi
s
or
he
r
acce
pt
ance
of
in
novative
i
nteracti
ve
te
ch
no
l
og
y
[
21]
.
Fr
om
the
bar
ch
art,
we
can
se
e
that
al
l
the
stud
e
nts
ha
d
str
ongly
agr
ee
d
that
the
y
are
will
ing
to
us
e
ARBES
T
to
le
arn
nu
m
ber
s
.
All
the
st
ud
e
nts
ha
d
str
ongly
ag
reed
t
ha
t
they
will
con
ti
nue
us
in
g
ARBES
T
to
le
ar
n
num
ber
s
in
the
f
uture.
All
the
stud
e
nts
had
stron
gly
agr
ee
d
that
they
will
r
ecom
m
end
to
their
frie
nds t
o
le
ar
n num
ber
s throug
h ARB
EST,
as s
how
n
in
Fig
ure
5
.
Table
5
.
Q
uestion
s
for C
onstr
uct of
us
in
g I
ntention
5
.
CONSTR
UCT
OF US
ING
I
N
TE
NTI
O
N =
I
t
refers
to
the in
ten
tio
n
of
i
n
d
iv
id
u
als o
f
us
i
n
g
m
o
b
ile in th
e f
u
tu
re.
q1
I
a
m
willing
to u
se
ARBES
T
to
lea
rn
n
u
m
b
ers
q2
I
will
co
n
tin
u
e us
i
n
g
ARBEST
to
le
a
rn n
u
m
b
e
rs in th
e f
u
tu
re
q3
Ov
erall,
I
w
ill us
e
ARB
EST
to learn
n
u
m
b
ers
q4
I
will
reco
m
m
en
d
o
th
ers lea
rnin
g
nu
m
b
ers thro
u
g
h
ARBEST
Evaluation Warning : The document was created with Spire.PDF for Python.
Ind
on
esi
a
n
J
E
le
c Eng &
Co
m
p
Sci
IS
S
N:
25
02
-
4752
Th
e
usab
il
it
y ana
ly
sis
of
us
in
g aug
men
te
d
r
ealit
y for lin
us
stud
e
nts
(
Ka
m
ar
ia
h
Aw
ang
)
63
Figure
5
.
A
verage
for
c
onstruc
t of usi
ng inte
ntion
5.
CONCL
US
I
O
N
By
loo
king
at
the
grap
h
a
bove
,
we
can
say
t
hat
the
stu
den
t
s
enjoy
le
arn
i
ng
us
i
ng
ARBE
ST
an
d
they
are
will
ing
to
us
e
in
it
the
f
uture
with
ou
t
facin
g
any
pro
blem
s.
ARBEST
is
a
novel
appr
oach
to
as
sist
the
LINUS
stu
de
nt
s
and
te
achers
by
us
ing
the
aug
m
ented
rea
li
ty
m
ob
il
e
app
li
cat
ion
.
Eac
h
qu
est
io
nnai
re
te
ste
d
the
us
a
bili
ty
of
the
ap
plica
ti
on.
This
a
pp
li
cat
ion
hel
ps
th
e
LINUS
stu
de
nts
in
le
arn
i
ng
basic
num
ber
s
with
m
uch
j
oy.
For
fu
t
ur
e
de
velo
pm
ent
in
or
de
r
to
i
m
pr
ove
the
app
li
cat
io
n
an
d
the
quiz
us
a
bili
ty
,
it
is
su
gg
est
ed
that ea
ch
na
vi
ga
ti
on
al
butt
on
can b
e a
naly
ze
d
f
or
eac
h
ti
m
e
they cl
ic
k.
Th
i
s is i
m
po
rtant t
o
ens
ure the
num
be
r
of tim
es they n
eed to cl
ic
k or
pick
t
he
c
orrec
t ans
wer
.
ACKN
OWLE
DGE
MENT
We
would
li
ke
to
ack
now
le
dg
e
Ba
ha
gian
Pe
ran
c
an
ga
n
Dan
Penyel
idikan
Das
ar
Pendidika
n,
Kem
enterian
Pendidika
n
M
al
ay
sia
(K
PM),
Ja
batan
Pe
nd
i
dik
a
n
Ne
ge
ri
Tere
ngga
nu
(JPNT
),
S
K
Kub
u,
SK
U
ndan
g,
S
K
To
k
Dir
,
an
d
the
Mi
nistry
of
E
du
cat
io
n
who
sup
ported
this
stud
y.
Thi
s
researc
h
is
suppo
rted
by Unive
rsiti
S
ultan Zai
nal Abidin
(U
niSZA).
REFERE
NCE
S
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M.
W
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Ok,
M.
K.
Kim
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E.
Y.
Kang,
and
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R.
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y
ant,
“
How
to
Find
Good
Apps
:
An
Eva
lua
ti
on
Rubri
c
fo
r
Ins
truc
ti
on
al
Ap
ps
for
Te
a
chi
ng
Student
s
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h
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ea
rning
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isabi
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“
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si
a
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ca
t
ion
Blue
prin
t
2013
-
2025
(Preschool
to
Pos
t
-
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dar
y
Educat
ion
)
,
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alay
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Fati
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ah,
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Deve
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c
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dr
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2017
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Naz
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h
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Rah
m
an
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“
Im
p
le
m
ent
a
t
ion
Of
Li
nus
Program
m
e
Based
On
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he
Model
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an
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r
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orn,
”
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sia
n
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J.
Othm
an
,
“
Caba
ran
Guru Pr
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m
Li
nus Da
l
am Penga
ja
r
an
d
an
Pem
bel
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ja
r
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sa
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”
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–
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2011
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[6]
M.
N.
Hj.
Mohd
Raz
ak
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S.
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aru
ddin,
and
K.
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ah,
“
Caba
ran
Guru
Pem
uli
han
Li
nus
(Li
t
er
asi)
Di
Sekola
h
-
Sekola
h
Murid
Orang
As
li
Nege
ri
Pera
k
,
”
J.
Penye
l
id.
Ded
ik
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,
v
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no.
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it
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t
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2014
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Z.
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ad
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A.
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ib
,
“
Preli
m
ina
r
y
st
ud
y
:
An
inve
st
i
gat
ion
on
l
ea
rni
ng
assistanc
e
re
quire
m
ent
amon
g
low
ac
h
ie
v
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in
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y
schools,
”
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J. Comput. A
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[8]
A.
A.
Norabe
er
ah
Saforrudi
n,
Hali
m
ah
Badi
o
ze
Z
aman,
“
Pengaj
ar
an
Masa
Depa
n
Menggu
naka
n
T
ek
nolog
i
Augm
ent
ed
Real
ity
Dal
am
Pendi
dika
n
Bah
asa
M
el
a
y
u
:
T
aha
p
Ke
seda
ran
Guru,
”
Malay
Lang.
Ed
uc.
J.
–
My
LEJ
,
vol.
2
,
pp
.
1
–
10
,
Nov.
2012.
[9]
K.
Aw
ang,
S.
Nor,
W
.
Sham
sud
din,
and
I
.
Ism
ai
l,
“
A
Conce
ptu
al
Fram
ework
for
Designing
Mobile
Augm
ent
e
d
Rea
lit
y
in
L
ea
rn
i
ng
Basic Num
ber
s,”
vol
.
35
,
no
.
7,
pp
.
1048
–
105
3,
2017
.
[10]
S.
Farida
h
and
S.
Maha
di,
“
A
Revi
ew
of
Le
arn
ing
Courseware
for
Chil
dre
n
with
Lear
ning
Disabil
i
ti
e
s
in
Malay
s
ia,”
J
.
Inf
.
Syst
.
Re
s.
Inno
v
.
,
vol
.
10
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no
.
D
ec
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pp
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1
–
8,
2016
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[11]
Y.
S.
R
y
u
and
T.
L
.
Sm
it
h
-
Jac
kson,
“
Rel
ia
b
ilit
y
and
Va
li
di
t
y
of
the
Mobil
e
Phone
Us
abi
li
t
y
Questionn
ai
r
e
(
MPUQ
),
”
J. Usabili
t
y
S
tud
.
,
vol
.
2
,
no
.
1
,
pp
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39
–
53,
2006
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[12]
J.
Brooke
,
“
SU
S
-
A qu
ic
k
and
d
i
rt
y
usabi
li
t
y
s
cal
e,
”
Us
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ity
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.
,
vol
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–
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H
.
Tüz
ün,
M.
Y
il
m
az
-
So
y
lu,
T.
Kara
kuş,
Y.
Ina
l
,
and
G.
Kizilka
y
a
,
“
The
eff
ects
of
computer
ga
m
es
on
primary
school
student
s
’
ac
hi
eve
m
ent
and
m
oti
va
ti
o
n
in
geogr
aph
y
le
arn
ing,”
C
omput.
Edu
c
.
,
vol.
52
,
no.
1
,
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–
77
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Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2502
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4752
Ind
on
esi
a
n
J
E
le
c Eng &
Co
m
p
Sci,
Vo
l.
1
3
, N
o.
1
,
Ja
nu
a
ry
201
9
:
5
8
–
6
4
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C.
V.
Chec
k
,
“
Mobile
Appl
icat
ion
Us
abi
li
t
y
:
C
once
ptu
al
i
za
t
ion
And
Instrum
ent
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p
p.
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O.
E.
D
.
Onli
ne,
“
Oxford
E
ngli
sh
Dictiona
r
y
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ine
,
”
Ox
ford
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ish
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ic
t
.
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vo
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A.
R
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W
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ch
a,
an
d
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Sulai
m
an,
“
Fun
Le
arn
ing
w
it
h
AR
Alphabet
Book
for
Presc
hool
Chil
dr
en,
”
Proce
dia
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C.
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“
An
onli
ne
game
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o
ac
h
for
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student
s’
le
arn
ing
per
form
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in
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Chung,
S.
Chen,
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M.
Kuo,
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study
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EF
L
col
l
ege
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ts
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ce
pt
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e
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”
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[19]
H.
van
der
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d
en,
“
v
ii
ic
ir
c
i
I
v
rese
arc
h
n
?
te
Us
er
Us
er
Acc
e
pta
nc
e
of
Hedonic
Inform
at
ion
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”
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4
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pp
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695
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2016
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[20]
S.
Tay
l
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ing
IT
Us
ag
e:
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of
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per
ie
n
ce,”
MIS Q
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vo
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[21]
T.
L
.
Huang
and
S.
Li
ao
,
“
A
m
o
del
of
a
ccept
an
c
e
of
augment
ed
-
rea
l
ity
in
te
r
ac
t
iv
e
technolog
y
:
th
e
m
oder
at
ing
rol
e
of
cognitive i
nn
ovat
iv
ene
ss
,
”
Elec
tron.
Comm
er.
Re
s
.
,
vo
l. 15, no
.
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Evaluation Warning : The document was created with Spire.PDF for Python.