## 4 Experimentation and Results
### Results Analysis and Discussion
#### 4.3.3 Learning Achievements  
We analyze the students' learning achievements and performance in different study groups having different learning methods. For this purpose, we conduct different PEQs for each group at the end of the learning session. These PEQs are based on the syllabus presented to them in the learning activities.  
For Group-A, proposed AR learning applications have quizzes that evaluate students learning performance from the corresponding application. These quizzes have image-based MCQs type questions about what they have learned from these applications. The quiz in \"Nursery Rhyme\" is based on the exercises that are given in the academic book. This quiz is based on the alphabet in which students have to match a letter with its particular object. For example, for the letter \"A\", we have different images, such as ball, car, apple, and drum. Then, students must select the correct object whose name starts with the letter \"A\" to get a star. If the user selects the right answer, he or she will be awarded a star. Similarly, in \"AR Numbers\", we have a quiz based on counting objects in images. An image is given containing objects, and the user has to select the right number for the objects in that image. In the quiz section of AR Zoo, the user has to guess the name of animals given in that image in the given question.  
In Group-B and Group-C, these PEQs were conducted with pages with the same number and type of questions. Table 4 presents the statistical test result of PEQs performed by Group-A, Group-B, and Group-C. Results show a huge significant difference (\(p<0.05\)) in the learning gains of students between different groups (F = 209.51, \(p<0.05\)).  
We show that AR-based learning methods are more helpful to the students to improve their learning skills and knowledge gain. Participants of Group-A ranked first in learning achievements (M = 90.92 and SD = 6.09), the Group-B candidates ranked at the second position (M = 70.02 and SD = 7.92). Students in Group-C show lower learning achievements  
\begin{table}
\begin{tabular}{c c c c c} \hline \hline
**Group** & **Mean** & **Standard Deviation** & **F-Value** & \(p\)**-Value** \\ \hline Group-A & 90.92 & 6.09 & 209.51 & 9.21763 \(\times\) 10\({}^{-44}\) \\ Group-B & 70.02 & 7.92 & & \\ Group-C & 56.34 & 10.62 & & \\ \hline \hline \end{tabular}
\end{table}
Table 4: One-way ANOVA tests result for learning achievements during different activities.  
in PEQs (M = 56.34 and SD = 10.62). Figure 10 shows the comparative graph of the learning achievements of the students in PEQs conducted in different learning activities.  
In Group-A, the AR learning materials boost the students' learning process. AR technology attracts the student's attention and motivates them towards learning. Students in AR learning sessions are attentive towards the learning that helps in understanding the course content. Students in AR activities enjoy the learning process and tries to explore the magical appearance of the 3D models in their textbooks. The transformation of the book images into 3D realistic models amuse the students that are remarkable in gaining students' attention. With the help of AR technology, students can see and interact with 3D models of the abstract concepts discussed in their syllabus that are more helpful than 2D videos and images. In AR applications, the audio mixing and animations into the 3D models cause a more realistic impression on the students' observing behavior. Students participate in AR learning activities with an active mind and try to explore new things.  
In short, the learning materials provided with AR technology enhanced the student learning gains more effectively than other traditional methods of learning. In traditional learning methods, such as 2D videos and textbooks, the students could not focus entirely on learning. They are involved in other activities, such as playing with books and drawing on their textbooks. Students are not entirely involved in the learning process that results in lower achievements in knowledge gain.