Proceedings of the 3rd International Conference on Educational Technology and Social Science (ICoETS 2024)

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The Relationship Between Learning Motivation and Digital Literacy of High School Students Through Augmented Reality-Assisted E-Modules

Authors
Zufahmi Zufahmi1, 2, *, Fatchur Rohman1, Dwi Listyorini1, Murni Sapta Sari1
1Doctoral Program of Biology Education, Department of Biology, Faculty of Mathematics And Natural Sciences, Universitas Negeri Malang, Malang, Indonesia
2Department of Biology Education, Faculty of Teacher Training And Education, Universitas Jabal Ghafur, Sigli, Indonesia
*Corresponding author. Email: zufahmi@unigha.ac.id
Corresponding Author
Zufahmi Zufahmi
Available Online 20 December 2024.
DOI
10.2991/978-2-38476-331-3_6How to use a DOI?
Keywords
learning motivation; digital literacy; e-module; augmented reality
Abstract

This study aims to determine the relationship between learning motivation and students’ digital literacy through the use of e-modules assisted by augmented reality (AR). This study used quantitative method with Quasi Experimental nonequivalent control group design. Respondents in this study were 96 high school students in Aceh Province, Indonesia. Data were collected using digital literacy questionnaire and learning motivation with Likert Scale through pre-test and post-test activities. Data were analyzed using correlation and regression tests. The results of the correlation test of learning motivation on digital literacy obtained a Pearson Correlation value of 0.57, so there is a positive relationship between learning motivation and digital literacy with a moderate degree of relationship. The regression test results of learning motivation on digital literacy obtained F count of 45.783 means that there is an influence of learning motivation on digital literacy.

Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the 3rd International Conference on Educational Technology and Social Science (ICoETS 2024)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
20 December 2024
ISBN
978-2-38476-331-3
ISSN
2352-5398
DOI
10.2991/978-2-38476-331-3_6How to use a DOI?
Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Zufahmi Zufahmi
AU  - Fatchur Rohman
AU  - Dwi Listyorini
AU  - Murni Sapta Sari
PY  - 2024
DA  - 2024/12/20
TI  - The Relationship Between Learning Motivation and Digital Literacy of High School Students Through Augmented Reality-Assisted E-Modules
BT  - Proceedings of the 3rd International Conference on Educational Technology and Social Science (ICoETS 2024)
PB  - Atlantis Press
SP  - 62
EP  - 71
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-331-3_6
DO  - 10.2991/978-2-38476-331-3_6
ID  - Zufahmi2024
ER  -