As big data and artificial intelligence become integral to business decision-making, business management students require proficiency in data science and big data. However, the use of instructional technologies, such as augmented reality (AR) and mind mapping to teach these subjects is limited. This study introduces an innovative pedagogical model that integrates VAR materials and mind mapping with STEM teaching strategies to enhance learning outcomes and flow experiences among business management students. The researchers divided eighty-two participants into two experimental groups and a control group to assess (a) the impact of AR materials on learning big data expertise (b) the effectiveness of mind mapping combined with STEM strategies on programming skills and understanding big data concepts; and (c) the influence of a combined virtual and physical classroom model on learning achievement, learning experience, and flow experience. The results indicated that the implemented teaching model significantly enhanced learning achievement, experience, and immersion, with mind mapping and STEM strategies proving particularly effective. In conclusion, the integration of AR with Mind mapping and STEM strategies markedly improves learning performance, quality of learning, students’ attitudes, interest, and the overall educational experience in big data education.
AdewusiA. O.OkoliU. I.AdagaE.OlorunsogoT.AsuzuO. F.DaraojimbaD. O. (2024). Business intelligence in the era of big data: A review of analytical tools and competitive advantage. Computer Science & IT Research Journal, 5(2), 415–431. https://doi.org/10.51594/csitrj.v5i2.791
2.
AllenS. J. (2020). On the cutting edge or the chopping block? Fostering a digital mindset and tech literacy in business management education. Journal of Management Education, 44(3), 362–393. https://doi.org/10.1177/10525629209030
3.
BenitaF.VirupakshaD.WilhelmE.TunçerB. (2021). A smart learning ecosystem design for delivering data-driven thinking in STEM education. Smart Learning Environments, 8(11), 1–20. https://doi.org/10.1186/s40561-021-00153-y
4.
BilyeuC. A.McDevittA. W.JuddD. L. (2024). A blended approach to developing psychomotor skills in novice learners in a doctor of physical therapy curriculum. Medical Teacher, 46(2), 196–203. https://doi.org/10.1080/0142159X.2023.2240001
5.
BobocR. G.BăutuE.GîrbaciaF.PopoviciN.PopoviciD. M. (2022). Augmented reality in cultural heritage: An overview of the last decade of applications. Applied Sciences, 12(19), 9859. https://doi.org/10.3390/app12199859
6.
BuchnerJ.BuntinsK.KerresM. (2022). The impact of augmented reality on cognitive load and performance: A systematic review. Journal of Computer Assisted Learning, 38(1), 285–303. https://doi.org/10.1111/jcal.12617
7.
ChaoJ. Y.LiuC. H.KaoH. C. (2023). Science, technology, engineering, and mathematics curriculum design for teaching mathematical concept of perspective at indigenous elementary school using robots. Sensors and Materials, 35(5), 1547–1556. https://doi.org/10.18494/SAM4051
8.
ChenW. (2024). Analysis of teaching reform in business administration under the concept of innovation and entrepreneurship. The Educational Review, USA, 8(3), 480–484. https://doi.org/10.26855/er.2024.03.026
9.
CsikszentmihalyiM.AbuhamdehS.NakamuraJ. (2014). Flow. In Flow and the foundations of positive psychology: The collected works of Mihaly Csikszentmihalyi (pp. 227–238). Springer. https://doi.org/10.1007/978-94-017-9088-8_15
10.
ElamK. M. (2024). Exploring the challenges and future directions of big data and AI in education. Journal of Artificial Intelligence General science, 1(1), 81–93. https://doi.org/10.60087/jaigs.v1i1.173
11.
FangJ. W.HeL. Y.HwangG. J.ZhuX. W.BianC. N.FuQ. K. (2023). A concept mapping-based self-regulated learning approach to promoting students’ learning achievement and self-regulation in STEM activities. Interactive Learning Environments, 31(10), 7159–7181. https://doi.org/10.1080/10494820.2022.2061013
12.
GranderG.da SilvaL. F.Santibañez GonzalezE. D. R. (2021). Big data as a value generator in decision support systems: A literature review. Revista de Gestão, 28(3), 205–222. https://doi.org/10.1108/REGE-03-2020-0014
13.
HariyadiS.RofiâA.SantosaT. A.SaktiB. P. (2023). Effectiveness of STEM-based mind map learning model to improve students’ science literacy in the era of Revolution 4.0. Jurnal Penelitian Pendidikan IPA, 9(10), 791–799. https://doi.org/10.29303/jppipa.v9i10.5125
14.
HouZ.HeW.WangS. (2024). Enhancing visualization and interaction of complex spatial data through augmented reality. The International Journal of Advanced Manufacturing Technology, 134(11), 5891–5906. https://doi.org/10.1007/s00170-024-14481-z
15.
HuangC. F.NienW. P.YehY. S. (2015). Learning effectiveness of applying automated music composition software in the high grades of elementary school. Computers & Education, 83, 74–89. https://doi.org/10.1016/j.compedu.2015.01.003
16.
HuangH. M.TaiW. S.HuangT. C.LoC. Y. (2024). Optimizing inquiry-based science education: Verifying the learning effectiveness of augmented reality and concept mapping in elementary school. Universal Access in the Information Society, 1–14. https://doi.org/10.1007/s10209-024-01098-y
Kayan-FadlelmulaF.SellamiA.AbdelkaderN.UmerS. (2022). A systematic review of STEM education research in the GCC countries: Trends, gaps and barriers. International Journal of STEM Education, 9(1), 1–24. https://doi.org/10.1186/s40594-021-00319-7
19.
KirkpatrickD. L. (1979). Techniques for evaluating training programs. Training and Development Journal, 31(11), 9–12.
20.
KöseH.Güner-YildizN. (2021). Augmented reality (AR) as a learning material in special needs education. Education and Information Technologies, 26(2), 1921–1936. https://doi.org/10.1007/s10639-020-10326-w
21.
KrieglsteinF.SchneiderS.BeegeM.ReyG. D. (2022). How the design and complexity of concept maps influence cognitive learning processes. Educational technology research and development, 70(1), 99–118. https://doi.org/10.1007/s11423-022-10083-2
22.
LeeT.WenY.ChanM. Y.AzamA. B.LooiC. K.TaibS.XieY.CaiY. (2024). Investigation of virtual & augmented reality classroom learning environments in university STEM education. Interactive Learning Environments, 32(6), 2617–2632. https://doi.org/10.1080/10494820.2022.2155838
23.
MystakidisS.ChristopoulosA.PellasN. (2022). A systematic mapping review of augmented reality applications to support STEM learning in higher education. Education and Information Technologies, 27(2), 1883–1927. https://doi.org/10.1007/s10639-021-10682-1
24.
OsorioC.FusterN.ChenW.MenY.JuanA. A. (2024). Enhancing accessibility to analytics courses in higher education through AI, simulation, and e-collaborative tools. Information, 15(8), 430. https://doi.org/10.3390/info15080430
25.
ParkY. E. (2021). A data-driven approach for discovery of the latest research trends in higher education for business by leveraging advanced technology and big data. Journal of Education for Business, 96(5), 291–298. https://doi.org/10.1080/08832323.2020.1821344
26.
PranantaA. W.BiroliA.AfifudinM. (2024). Augmented reality for science learning in the 21st century: Systematic literature review. Jurnal Penelitian Pendidikan IPA, 10, 38–44. https://doi.org/10.29303/jppipa.v10iSpecialIssue.8099
27.
SariR.SumarmiS.AstinaI.UtomoD.RidhwanR. (2021). Increasing students critical thinking skills and learning motivation using inquiry mind map. International Journal of Emerging Technologies in Learning, 16(3), 4–19. https://doi.org/10.3991/ijet.v16i03.16515
28.
ShiY.YangH.DouY.ZengY. (2023). Effects of mind mapping-based instruction on student cognitive learning outcomes: A meta-analysis. Asia Pacific Education Review, 24(3), 303–317. https://doi.org/10.1007/s12564-022-09746-9
29.
ShuY.HuangT. C. (2021). Identifying the potential roles of virtual reality and STEM in Maker education. The Journal of Educational Research, 114(2), 108–118. https://doi.org/10.1080/00220671.2021.1887067
30.
SuS.PerryV.BravoL.KaseS.RoyH.CoxK.DasariV. R. (2020). Virtual and augmented reality applications to support data analysis and assessment of science and engineering. Computing in Science & Engineering, 22(3), 27–39. https://doi.org/10.1109/MCSE.2020.2971188
31.
WangL. H.ChenB.HwangG. J.GuanJ. Q.WangY. Q. (2022). Effects of digital game-based STEM education on students’ learning achievement: A meta-analysis. International Journal of STEM Education, 9(1), 1–13. https://doi.org/10.1186/s40594-022-00344-0
32.
WilliamsonB.BayneS.ShayS. (2020). The datafication of teaching in higher education: Critical issues and perspectives. Teaching in Higher Education, 25(4), 351–365. https://doi.org/10.1080/13562517.2020.1748811
33.
WuH. K.LeeS. W. Y.ChangH. Y.LiangJ. C. (2021). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62(3), 41–49. https://doi.org/10.1016/j.compedu.2021.103808
34.
WuP. H.HwangG. J.SuC. Y. (2023). Innovative educational designs and AR-supported learning: A review. Journal of Computer Assisted Learning, 39(3), 620–637. https://doi.org/10.1111/jcal.12679
35.
YuanC.WangS.YuX.KimK. H.MoonH. (2021). The influence of flow experience in the augmented reality context on psychological ownership. International Journal of Advertising, 40(6), 922–944. https://doi.org/10.1080/02650487.2020.1869387
36.
YuliatiL.RiantoniC.MuftiN. (2018). Problem solving skills on direct current electricity through inquiry-based learning with PhET simulations. International Journal of Instruction, 11(4), 123–138.
37.
ZhangY.Feijoo-GarciaM. A.GuY.PopescuV.BenesB.MaganaA. J. (2024). Virtual and augmented reality in science, technology, engineering, and mathematics (STEM) education: An umbrella review. Information, 15(9), 515. https://doi.org/10.3390/info15090515
38.
ZhangY.LiQ. (2022). Enhancing business analytics education through big data integration. International Journal of Business Education, 18(3), 210–225. https://doi.org/10.1080/10508406.2022.1234567
39.
ZhengJ.XingW.ZhuG.ChenG.ZhaoH.XieC. (2020). Profiling self-regulation behaviors in STEM learning of engineering design. Computers & Education, 143, 103669. https://doi.org/10.1016/j.compedu.2019.103669
40.
ZulyusriZ.SantosaT. A.FestiyedF.YerimadesiY.YohandriY.RazakA.SofianoraA. (2023). Effectiveness of STEM learning based on design thinking in improving critical thinking skills in science learning: A meta-analysis. Journal Penelitian Pendidikan IPA, 9(6), 112–119. https://doi.org/10.29303/jppipa.v9i6.3709
