User-Centered Design of Marker-Based Augmented Reality Learning Media to Improve Informatics Learning Effectiveness

Abstract

Computer science education in schools still relies heavily on traditional teaching methods, resulting in low student motivation, particularly in topics related to computer hardware components. This study develops an interactive Augmented Reality (AR) learning medium with Marker-Based Tracking using a User-Centered Design (UCD) approach to improve Informatics Learning effectiveness among 73 junior high school students at SMP Negeri 28 OKU. The UCD method was implemented through four stages: establishing requirements, designing, prototyping, and evaluating. Learning effectiveness was measured using N-Gain, a paired sample t-test, and Cohen's d based on pre-test and post-test scores. User experience was evaluated using the User Experience Questionnaire (UEQ), covering six dimensions: Attractiveness, Perspicuity, Efficiency, Dependability, Stimulation, and Novelty. The N-Gain score reached 0.937, classified as "High." The paired t-test yielded a statistically significant difference between pre-test and post-test scores (p < 0.001), and Cohen's d was 1.757, indicating a "Very Large" effect size. UEQ evaluation results across all six dimensions exceeded the benchmark threshold for the "Excellent" category. These findings indicate improved learning outcomes in the evaluated class and positive user experience with the developed AR medium.