## 4 Experimentation and Results
### Results Analysis and Discussion
#### 4.3.1 The Attitude of Students towards AR  
In this study, we use an attitude measuring scale called the augmented reality applications attitude scale (ARAAS) introduced by [PERSON] et al. [66]. The ARAAS will help us determine the students' attitude towards the AR applications developed in this study compared to other learning methods. The ARAAS model consists of three dimensions with fifteen items. These dimensions are willingness, satisfaction, and anxiety. The willingness aspects of the scale reflect the students' desire to use the specific method in the future for learning purposes. The satisfaction aspect of the study determines whether the learning methods are useful and easy for learning purposes. Anxiety is the measure of the doubt in the student's mind using the learning methods. A higher level of satisfaction and willingness to perform learning methods in the future presents a positive attitude towards the teaching and learning method. Similarly, the higher level of anxiety shows a negative attitude towards the learning methods. The ARAAS model is implemented on a five-point Likert scale; five corresponds to \"strongly agree\", and one corresponds to \"strongly disagree\". We prepare an attitude measuring questionnaire for each group of students to analyze their attitude towards the learning method. These questionnaires are also conducted at the end of each learning activity. In order to determine a significant difference between the attitude of the students in different groups, One-way analysis of variance (ANOVA) test is conducted [67]. Table 2 shows the statistical testing findings of the participants of different groups. The results show a significant difference in the means of the groups as the \(p\)-values are significantly less than the alpha value (\(p<0.05\)). Students showed an inclination towards AR-based methods with higher average scores for the dimensions of willingness and satisfaction. Many of the students showed willingness (M = 4.36 and SD = 0.65) and satisfaction (M = 4.02 and SD = 0.78), while inconsiderable anxiety towards the AR course (M = 1.80 and SD = 0.74). This study examines a significant difference in the attitude of the students towards other methods of learning. Students in Group-B and Group-C showed lower positive attitude scale values of willingness and satisfaction towards the learning method. While on the other hand, the negative attitude scale of anxiety has higher values, as shown in Table 2.  
The learning environment is provided with a friendly and exciting way in AR activity to the students. They are fully engaged in the learning environment where they are enjoying the process of learning. The 3D models and their animations of the AR applications related to the course material fascinated the students. One of the students says, \"Look, I am \begin{table}
\begin{tabular}{c c c c c c} \hline \hline
**Variable** & **Group** & **Mean** & **Standard Deviation** & **F-Value** & \(p\)**-Value** \\ \hline \multirow{3}{*}{Willingness} & Group-A & 4.36 & 0.65 & 137.21 & 2.40802 \(\times\) 10\({}^{-34}\) \\  & Group-B & 2.54 & 0.75 & & \\  & Group-C & 2.04 & 0.77 & & \\ \hline \multirow{3}{*}{Satisfaction} & Group-A & 4.02 & 0.78 & 164.67 & 2.95426 \(\times\) 10\({}^{-38}\) \\  & Group-B & 1.88 & 0.79 & & \\ \cline{1-1}  & Group-C & 1.54 & 0.61 & & \\ \hline \multirow{3}{*}{Anxiety} & Group-A & 1.80 & 0.74 & 122.32 & 5.2641 \(\times\) 10\({}^{-32}\) \\ \cline{1-1}  & Group-B & 4.16 & 0.90 & & \\ \cline{1-1}  & Group-C & 3.98 & 0.83 & & \\ \hline \hline \end{tabular}
\end{table} 
Table 2: Record of the One-way ANOVA tests conducted for students’ attitudes in different groups. playing with the lion; he is like my pet\". Another student shouts, \"I have the power to move an elephant on my hand\". Students enjoy watching the 3D model of the earth on the table in front of them. They can locate a country's location on the earth's surface with the help of the country's flag as a target image for an AR camera.