He clicked the interactive functionfunction C2 Ceramide Autophagy button “Close”, thethe of oyster would
He clicked the interactive functionfunction button “Close”, thethe of oyster would open. When she clicked the interactive button “Close”, the shell of shell oyster would open. When she clicked the interactive function button “Close”, the shell of oyster would close. Students couldcould the screenscreen to observe numerous components of Inside the oyster would close. Students slide slide the to observe various components of oyster. oyster. the oyster would close. Students could slide the screen to observe many components of oyster. the the third component, afterleaning activity, each groupsgroups post-test. Right after the post-test,postIn third component, after the the leaning activity, each took a took a post-test. Following the In the third the just after the leaning activity, both groups took post-test. they filled outpart,questionnaire to measure their learninglearningaattitudes. Following the posttest, they filled out the questionnaire to measure their attitudes. test, they filled out the questionnaire to measure their mastering attitudes.The mobile device screen displayed the AR content material with the AR Oyster Image Book. Every The mobile device screen displayed the AR content with the AR Oyster Picture Book. EachFigure 7. Experiment process flowchart. Figure 7. Experiment procedure flowchart. Figure 7. Experiment process flowchart.Figure eight. Picture book AR interaction during mastering activity (oyster opens). Figure eight. Picture book AR interaction during thethe understanding activity (oyster opens).Figure 8. Picture book AR interaction in the course of the understanding activity (oyster opens).four.3. Measuring Tools 4.3. Measuring Tools four.three. Measuring Tools The pre-test aimed to evaluate and understand the students’ prior expertise in the pre-test aimed to evaluate and recognize the students’ prior understanding of oysThe pre-test aimed to evaluate and realize the students’ prior expertise of oysoysters. The pre-test paperconsisted of 19 multiple-choice things and 1 open-ended query. ters. The pre-test paper consisted 19 multiple-choice items and 1 open-ended question. ters. The pre-test paper consisted of 19 multiple-choice items and 1 open-ended question. The total score was 100. The post-test, which was identical to the for the pre-test,to evaluate evalThe total score was 100. The post-test, which was identical pre-test, aimed aimed towards the total score was 100. The post-test, which was identical for the pre-test, aimed to evalthe students’ learning achievement following the intervention. Both tests were created by a uate the students’ learning achievement immediately after the intervention. Both tests had been developed uate the students’ understanding achievement right after experience. all-natural science teacher with 5 years ofyears ofthe intervention. Both tests were developed by a organic science teacher with five teaching teaching knowledge. by aThe Instructional Components Motivation Survey (IMMS), developed by Keller, was organic science teacher with five years of teaching practical experience. The Instructional Materials Motivation Survey (IMMS), created by Keller, was The Instructional Materials Motivation Survey (IMMS), developed According modified to assess students’ learning motivation for the instructional supplies. by Keller, was modified to assess students’ understanding motivation for the instructional components. Accordmodified toARCS isstudents’ studying motivation forAttention, Relevance, Self-assurance, to Keller, the assess a motivation model, comprised of your instructional components. According to Keller, the ARCS is a MCC950 custom synthesis motiva.