Development of Spart AR-Based Interactive Game for Teaching Force and Motion among form Four Students

This study details the design, development, and empirical usability evaluation of an Augmented Reality (AR)-based interactive educational game built on the Spark AR platform. Designed to mitigate prevalent conceptual misconceptions in Newtonian mechanics, specifically the 'Force and Motion I' subtopic, the intervention caters to upper-secondary physics students. Framed within the ADDIE instructional design model and anchored in constructivist learning theories, the research adopted a quantitative developmental paradigm. A sample of 30 Form Four physics students was selected via simple random sampling. Research instruments comprised an expert validation matrix and a adapted 20-item USE questionnaire operating on a 4-point Likert scale. Content and face validity were verified by a panel of three physics education experts using the percentage of agreement method. Usability metrics were quantified through descriptive statistical analysis (mean and standard deviation) executed via SPSS. Findings revealed exceptional expert validation scores, achieving 100% face validity and 97% content validity (overall mean agreement of 98%). The usability evaluation yielded a high overall mean score (M = 3.71, SD = 0.617). Among the dimensions evaluated, Satisfaction (M = 3.78, SD = 0.607) and Ease of Learning (M = 3.75, SD = 0.545) recorded the highest ratings. The results demonstrate that integrating Spark AR into physics education provides a highly usable, interactive, and pedagogically sound supplementary tool that enhances conceptual mastery and student engagement in abstract physics topics.

Spark AR; Augmented Reality; Physics Education

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