Improving Learning Experience of High School Gen Z by Designing the Student Worksheet Using Gamification, Augmented Reality, Emotional Design, and Storytelling
DOI:
https://doi.org/10.35806/ijocedv8i1.574Keywords:
Augmented reality, Emotional Design, Gamification, Learning Experience, Storytelling, Student WokrsheetAbstract
The development of digital technology has transformed the learning behaviors of Generation Z, who prefer interactive, visual, and experience-based learning. Conventional models, such as lectures and text-based student worksheets (LKS), are less effective at maintaining motivation and engagement. This study aims to develop and evaluate the effectiveness of a gamified LKS, enriched with storytelling, emotional design, and augmented reality (AR), at SMA Plus Muthahhari Bandung. A Participatory Action Research (PAR) approach was employed, involving teachers, students, and the school principal as active partners throughout each phase. A total of 30 students, consisting of 14 males and 16 females from grades X, XI, and XII, participated in the trial and completed a Likert-scale questionnaire ranging from 1 (strongly disagree) to 5 (strongly agree). The findings indicate that four key dimensions—Engagement and Motivation, Learning Experience, Technical Aspects, and Visual Gamification Elements—achieved mean scores above 4 with high reliability (Cronbach’s α ranging from 0.845 to 0.948). The t-test revealed significant gender differences in Learning Experience and Technical Aspects, while the ANOVA test across grade levels showed no significant differences. The AR-based gamified LKS proved effective in enhancing focus, motivation, and the overall learning experience.
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