Development of Deep Learning-Oriented Augmented Reality Multimedia for Elementary School Teacher Education Students

Abstrak

The integration of deep learning principles into technology-enhanced learning remains limited, particularly in the development of Augmented Reality (AR) media that simultaneously promote cultural literacy and digital literacy. This study aimed to develop and validate a Deep Learning-Oriented Augmented Reality Multimedia for Elementary School Teacher Education students. The novelty of this study lies in the integration of the three core dimensions of deep learning Meaningful Learning, Mindful Learning, and Joyful Learning within an AR-based multimedia environment contextualized through Balinese cultural content. This research employed a Research and Development (R&D) approach using the Plomp model, encompassing preliminary investigation, design, realization, and evaluation stages. Product validity was assessed by nine experts consisting of three media experts, three learning experts, and three language experts. Data were collected using validation questionnaires and analyzed using Aiken’s V coefficient. The developed multimedia integrates instructional videos, interactive AR visualizations, project-based learning activities, gamified assessments, and cultural literacy materials into a unified learning ecosystem. The results indicate that the multimedia achieved a very high validity level across media, learning, and language aspects, demonstrating its feasibility for implementation in higher education. The findings suggest that integrating deep learning principles with AR technology can create meaningful, reflective, and enjoyable learning experiences while strengthening students’ cultural awareness and digital competencies. This study contributes an innovative instructional design framework for culturally contextualized and technology-enhanced learning in teacher education.

Identifier

• OpenAlex: https://openalex.org/W7163081905
• DOI: https://doi.org/10.23917/ijolae.v8i2.13585