The effect of Augmented Reality (AR) to enhance learning motivation, cognitive intelligence, and self-efficacy in Physical Education

Introduction: Technological innovation in education, particularly Augmented Reality (AR), presents new opportunities to enhance motivation, cognitive abilities, and self-efficacy in physical education. Objective: This study aimed to examine the effects of AR-based learning on students’ learning motivation, cognitive intelligence, and self-efficacy in physical education. Methodology: A true experimental design (Randomized Pretest-Posttest Control Group Design) was used. The population comprised 864 students of SMP Negeri 1 Purwokerto, with 96 students (M = 13.5 years, SD = 1.0) selected via simple random sampling. Instruments included the Physical Education Learning Motivation Questionnaire (PE-LMQ, Validity = 0.871, Reliability = 0.912), the Digit Span Test from WAIS/WISC (Validity = 0.911, Reliability = 0.943), and the Academic Self-Efficacy Scale (ASES, Validity = 0.889, Reliability = 0.907). Data were analyzed using normality, homogeneity, paired t-tests, and independent t-tests. Discussion: Results showed that the data met assumptions for normality (sig = 0.421) and homogeneity (sig = 0.519). AR-based learning had a significant effect on all measured aspects (sig = 0.000), while the control group also showed effects (sig = 0.041). A significant difference between groups was found (sig = 0.001). Conclusion: AR-based learning significantly improves motivation, cognitive intelligence, and self-efficacy in physical education, and outperforms traditional direct teaching models.