The Effect of Integrated Learning Management System with Augmented Reality and Artificial Intelligence on Critical Thinking Ability and Digital Literacy in Elementary Schools

The application of learning technology needs to be adapted from time to time. It is not only related to the interests of achieving technology integration in learning, but also preparing a creative, innovative, and joyful learning process. This study aims to analyze the effect of the Learning Management System (LMS) integrated with Augmented Reality (AR) and Artificial Intelligence (AI) on students’ critical thinking skills and digital literacy in elementary schools. The research method used is quantitative with a quasi-experimental design, involving 39 students divided into two groups, namely the experimental group (19 students) and the control group (20 students). Data were collected through critical thinking and digital literacy tests before and after treatment. Statistical analysis was carried out using the t-test to determine the significance of the difference between the two groups. The results showed that the use of LMS integrated with AR and AI had a significant positive effect on students’ critical thinking skills and digital literacy. These findings suggest that the application of educational technology can improve the quality of learning in elementary schools.

Introduction

The development of digital technology has changed the paradigm of education, encouraging innovation in more interactive and personal learning methods. Learning Management System (LMS) integrated with Augmented Reality (AR) and Artificial Intelligence (AI) is one of the important breakthroughs in improving the quality of education, especially at the elementary school level.

The aim of this study is to analyze the effect of LMS integrated with AR and AI on the critical thinking skills and digital literacy of elementary school students. Specifically, this research tests the improvement of students’ critical thinking skills through LMS integrated with AR and AI and evaluates the impact of this technology on students’ digital literacy.

The significance of this study lies in its contribution to overcoming the perception of the gap in digital literacy and critical thinking skills in Indonesia. By adopting the latest technology, this study provides an alternative innovative solution to improve the quality of elementary education.

Wichadee’s (2014) research shows that LMS has an impact on behavior and motivation. The concept has been referred to and resulted in a belief in the positive impact of student behavior. In terms of motivation, the concept emerged, the more interesting the learning, the greater the student’s motivation. Research by Ramadhaniet al. (2020) reported that critical-mathematical thinking skills were influenced by the use of LMS. Moore and Parker (2012) conceptualized that thinking critically discovers how to apply those thinking skills in everyday life. LMS can act flexibly to integrate everyday events that require problem solving.

This research started by development research with a comprehensive approach that integrates AI and AR in LMS. This has not been widely explored in the context of elementary education in Indonesia. This research can provide an empirical basis for the development of a more effective and contextual technology-based learning model.

Research Methods

This study was conducted using a quantitative method with a quasi-experimental design. This design was chosen to evaluate the effect of using a Learning Management System (LMS) integrated with Augmented Reality (AR) and Artificial Intelligence (AI) on students’ critical thinking skills and digital literacy. In this study, two groups of students were identified: an experimental group using an AR and AI integrated LMS, and a control group using conventional learning methods.

The subjects of this study were elementary school students at SDN Kaliboto Lor 04. The research sample consisted of 39 students, divided into two groups: an experimental class consisting of 19 students and a control class consisting of 20 students. The sample selection was carried out using random sampling techniques.

This research instrument consists of critical thinking ability and digital literacy tests. The critical thinking ability test is designed to measure students’ ability to apply, evaluate, use data to build critical views, analyze, and synthesize. The test consists of several questions covering various critical thinking indicators. Furthermore, the digital literacy test aims to measure students’ ability to find, use various digital sources, select, evaluate, consider sources of message influence and use to produce original works. The questions in this test include scenarios that are relevant to the use of technology in everyday life.

The procedure in this study was carried out through three stages, namely initial preparation, implementation of the experiment, and completion. Selection of the research location, conducting a homogeneity test, and dividing the sample into a control class and an experimental class were carried out in the preparation stage. In the implementation stage, the researcher implemented an integrated Ai and AR LMS in the experimental and control classes with different methods. In the control class, the LMS was displayed via an LCD projector, while in the experimental class, the LMS was accessed by students independently via their devices. Data analysis was carried out using SPSS statistical software version 27. The results of the analysis were compared to determine whether there were significant differences in critical thinking skills and digital literacy between the experimental and control classes.

Discussion

As a result of a sample in this study was homogeneous, the analysis focused on posttest data for both the control class and the experimental class. This description is the result of an analysis of students’ critical thinking skills and digital literacy.

Critical Thinking Analysis

From the posttest analysis on critical thinking skills, researchers can explain that students in the experimental class who use LMS integrated with AI and AR have better performance compared to the control class. The average posttest score in the experimental class is 19.32. This phenomenon leads to an indication that most students are able to achieve high critical thinking skills. The relatively small standard deviation (0.89) indicates that the results in the experimental class are quite even and consistent. This can be observed in the not too far difference between students who get the lowest (17) and highest (20) scores.

Otherwise, in the control class, the mean critical thinking posttest score was lower, at 14.85, with a larger standard deviation (3.17), indicating greater variation in student achievement. Some students scored very low, at 7, while others reached the maximum score, at 20.

The next stage is the T-test analysis using the Mann-Whitney U-test. The Mann-Whitney U value = 34.500 and Asymp. Sig. (2-tailed) = 0.000 also show a significant difference between the two groups. This confirms that the use of AR and AI integrated LMS has a strong influence in improving students’ critical thinking skills compared to conventional learning methods.

There are various features in the AI and AR integrated LMS that can influence students’ critical thinking skills, such as AI chatbots and image generators, AR, e-books, learning videos, LKPD, evaluations, and interactive learning media.

AI technology, with chatbot features that provide automatic feedback, can help students analyze and evaluate information about the characteristics of a solar eclipse, factors that influence the occurrence of an eclipse, the impact of an eclipse on the earth, and other information related to the material in more depth.

AI chatbots are not solely used to find answers, but are used as discussion partners for students by comparing their answers through the feedback provided. This encourages students to think reflectively, question concepts, and solve problems independently. These findings support the opinion of Akintayoet al. (2024) that AI encourages holistic student development in a dynamic learning environment and is able to provide automatic feedback in real time, thereby helping students to think critically. Furthermore, Sako (2024) emphasized that AI-assisted collaborative learning improves critical thinking and digital literacy by bridging gaps, clarifying goals, and delivering deeper understanding. Fig. 1 demonstrates how AI chatbot tools are used to support students’ critical thinking through interactive feedback and personalized guidance.

Fig. 1. AI chatbot.

Furthermore, the implementation of LMS via LCD without access to AI chatbot features or image generators in learning can limit the improvement of students’ critical thinking skills. Students have difficulty analyzing solar and lunar eclipse material in depth, so they cannot evaluate the accuracy and relevance of the material they receive. The absence of fast and relevant feedback can hinder students from reflecting on their thinking and correcting mistakes. This is evident when students are less precise in answering questions in the LKPD. This finding strengthens Susanto’s (2021) opinion that without interactive involvement between students and media such as AI, it tends to hinder their critical thinking skills.

The use of AR features allows students to interact directly with 3D models to simulate the eclipse process. Through this interaction, students can analyze the eclipse process from various perspectives such as position, relative distance between the earth, moon, and sun, and the speed of rotation that affects the eclipse. Fig. 2 illustrates the use of Augmented Reality (AR) technology in simulating the solar eclipse process through interactive 3D models.

Fig. 2. Augmented reality.

This supports the opinion of Hidayatet al. (2024) that AR is effectively applied as a tool that supports fun learning, increases interest, and learning outcomes, especially as a basis for students’ critical thinking.

In the control class, students did not have access to augmented reality (AR) features. Without the use of AR in learning, students were limited to interacting with 3D models of solar and lunar eclipses. As a result, students were less able to analyze, evaluate, and conclude solar and lunar eclipse material. Students only rely on teacher explanations, pictures, and videos to visualize the abstract concept of solar and lunar eclipses. This finding supports the opinion of Hidayatet al. (2024) who stated that learning that does not utilize Augmented Reality tends to make learning less effective, reducing the level of interactivity, understanding, and student learning outcomes.

The next AI and AR integrated LMS feature that can improve students’ critical thinking skills is interactive learning media (ILM). In its implementation, ILM not only displays material, but also provides dynamic responses to each student interaction. For example, if students choose lunar eclipse material, then interactive learning media displays lunar eclipse material that requires students to observe the phases of the moon, the movement of the earth, moon and sun during the eclipse and the positions of other celestial bodies in the solar system. This finding supports Facione’s (2015) opinion that critical thinking is an important skill because it allows students to analyze information objectively, evaluate arguments wisely, and make good decisions based on logical and rational thinking.

In the control class, ILM was utilized by being displayed via an LCD projector. Although they had access to this feature, students were not given the freedom to explore the contents of the MPI independently. Learning was still centered on the teacher with the lecture method, so that students played a passive role without any encouragement to ask critical questions. This condition had a direct impact on students’ ability to identify and compare eclipse material from various sources to produce new conclusions. This finding supports the opinion of Suryaniet al. (2023), that static and passive learning media tend to limit students’ ability to analyze and synthesize, which are important in critical thinking.

The use of e-books in the experimental class was carried out independently by students through their android devices. Students can explore e-books independently, encouraging deeper analysis by reading more carefully and repeating the solar and lunar eclipse material that they do not understand. This supports Facione’s (2015) opinion that e-books can improve students’ critical thinking skills because they allow students to analyze information objectively, evaluate arguments wisely, and make good decisions based on logical and rational thinking.

The implementation of e-books in the control class was displayed via a classical LCD projector. This method tends to make learning passive and teacher-centered, students sit quietly reading and listening to the teacher explain. This strengthens Susanto’s (2021) opinion that the lack of interaction between students and learning resources affects students’ critical thinking skills which are less than optimal.

Students have access to fully control the learning videos in the LMS, such as pausing, repeating parts that are difficult, and controlling other options in the video. This leads students to conduct a deeper analysis of the lunar and solar eclipse material. This strengthens Moon’s (2008) opinion who also stated that critical thinking includes evaluating and analyzing ideas and arguments, which is seen when students consider information from the three videos. On the other hand, Afandi and Sajidan (2018) emphasize the importance of the ability to question assumptions and evaluate evidence, this can be seen from the way students compare solar and lunar eclipse material and identify the strengths and weaknesses of each video.

Learning videos shown through a projector in the control class allow students to see the concepts being studied, although students appear enthusiastic in the process, with a linear presentation that limits student involvement. This also strengthens the opinion of Suryaniet al. (2023), that static and passive learning media tend to limit students’ ability to analyze and synthesize, which is important in critical thinking.

Interactive Worksheets (WS) embedded in the LMS have proven effective in improving students’ critical thinking skills. These WS are designed so that students can engage in learning that requires the ability to apply, analyze, evaluate, and synthesize eclipse material well, both independently and in groups. There are 4 WS that students must work on. The series of activities in this WS supports Ennis’s (2011) opinion that critical thinking is reasonable and reflective thinking that is focused on deciding what to believe or do, which ultimately helps students practice critical thinking skills, especially problem-solving skills with strong logic.

The WS in the experimental class and the control class are the same. The difference is, in the control class, the WS is in printed form and does not integrate discussion features with AI and AR. Working on printed WS tends to make students less able to develop critical thinking skills optimally, especially in the indicators of applying, evaluating, and synthesizing learning resources on the material of lunar and solar eclipses. As stated by Ma’rifah and Mawardi (2022), conventional LKPD with minimal interactivity tends to be less effective in improving students’ critical thinking skills.

Evaluation in LMS is an evaluation integration from the Quizziz platform, interactive features such as automatic feedback, repetition, leaderboard, temporary grade recap and automatic assessment tend to motivate students in working on the evaluation. When viewed from the critical thinking indicator, the automatic feedback and repetition features enable students to evaluate and analyze where their mistakes lie and what material needs improvement and re-learning. This strengthens the opinion of Facione (2015) who emphasized that critical thinking is an important skill that allows students to analyze information objectively and evaluate arguments wisely.

The evaluation process conducted classically in the control class also has limitations in improving students’ critical thinking skills. Evaluation questions accessed collectively through a projector make the essence of evaluation as a measuring tool for students’ understanding of the eclipse material lose its function. This supports Moon’s (2008) opinion that the lack of critical thinking skills affects students to evaluate and analyze an idea, argument, or situation in a logical and rational way.

Digital Literacy Analysis

For digital literacy skills, the posttest results showed that students in the experimental class also obtained higher scores than students in the control class. The average posttest score in the experimental class was 22.47 with a small standard deviation (1.12). This indicates that most students in the experimental class have good digital literacy, with a minimum score of 20 and a maximum of 24. The consistency of these results shows that the AI and AR integrated LMS is not only effective in improving critical thinking skills but also has a positive impact on students’ digital literacy.

On the other hand, the control class showed an average digital literacy posttest score of 17.55, with a standard deviation of 3.52, indicating greater variation in student abilities. The minimum score achieved by students in the control class was 10, while the maximum score was 22. These results reflect that the conventional learning methods used in the control class, although still using technology such as videos and e-books, did not provide as effective an impact as the AI and AR integrated LMS in improving students’ digital literacy.

The next stage is the T-test using the Mann-Whitney U-test. Based on the test results, the Asymp Sig (2-tailed) value is 0.000 and the Mann-Whitney U is 23.500. This value indicates that the use of LMS integrated with AI and AR has a positive and significant impact on students’ digital literacy.

These results indicate that the use of a learning management system (LMS) that integrates augmented reality (AR) and artificial intelligence (AI) can have a significant impact on improving students’ digital literacy. This study is based on Gilster’s theory (Usmanet al., 2022) which shows that digital literacy is not only the ability to obtain information, but also the ability to evaluate and use information critically. This finding strengthens Jamsri’s (2015) opinion that LMS provides a space that can be used to plan curriculum, combine various learning resources simultaneously, and integrate software in one location, thus providing ease of access and management of all learning elements.

In the context of LMS-based learning, the use of AI and AR can help students better understand the material of solar and lunar eclipses through a more realistic perspective. As expressed by Russell and Norvig (2010) that with AI, it allows machines to learn, understand, plan, and perform complex tasks like humans. This can develop their evaluation skills, namely verifying credibility and recognizing bias in each information, especially on the topic of factors that influence the occurrence of eclipses and the impact of eclipses on the earth.

AR technology allows students to interact more with the material displayed, thus helping to improve digital literacy skills. As expressed by Pamortiet al.(2024) that the use of AR media in learning can help students develop digital literacy skills. This is also in line with research by Zulqadri and Nurgiyantoro (2023) which found that technology media has great potential to improve students’ digital literacy skills. Furthermore, it strengthens the opinion of Aldeebet al. (2024) that the application of AR in elementary schools can improve learning outcomes, motivation, and improve the learning experience. The results show that the use of AR is effective in improving students’ digital literacy skills, especially in terms of operating and interpreting complex digital technology.

The use of classical LMS through LCD projectors limits the control class in accessing AI and AR features, which has an impact on the less than optimal increase in students’ digital literacy. Learning without utilizing AI in the control class makes students unable to feel the benefits of implementing AI in learning. This strengthens the opinion of Zebuaet al. (2023), that the absence of AI in learning eliminates several important benefits, especially in the aspect of student service through chatbots that can provide instant feedback and guidance in problem solving.

The use of e-books in learning has an impact on students’ digital literacy skills. Especially on the indicators of finding, using various learning resources, and choosing. E-books allow students to find materials such as moon phases, types of eclipses, and other materials about lunar and solar eclipses independently and efficiently. In learning, students are given the freedom to choose relevant materials to complete their assignments. Students actively interact with e-books in analyzing solar and lunar eclipse material in more depth. They are also encouraged to be skilled in using various digital learning resources. This finding strengthens the opinion of Pratiwi and Indana (2022) that digital literacy can be improved through the implementation of e-modules in learning.

The use of e-books in the control class was done classically, all students read the material displayed via the LCD projector. The teacher has full control over the e-book such as scrolling the page and determining when to continue to the next page. This supports Greenstein’s (2012) opinion that digital literacy requires interactive and flexible learning resources to support self-evaluation, which is not available in the control class.

LMS provides three learning videos that students can access, namely the process of solar and lunar eclipses, solar eclipses, and how eclipses can occur. Students can choose videos that are relevant to their assignments while comparing and analyzing material from the three videos. Indirectly, students criticize material from the three videos. Students’ ability to criticize content can be seen from the way they integrate information from various videos, complement material that is not available in other videos, and draw comprehensive conclusions. This strengthens Bradley’s (2021) opinion that LMS provides flexibility in learning that allows students to adjust their learning pace. This activity is carried out collaboratively with their groups. Students’ enthusiasm is evident in the compact group work to complete the tasks given by the teacher. This finding supports Mashuri’s (2022) opinion that digital literacy not only includes the ability to use technological, information, and communication devices, but also involves socialization skills, skills in the learning process, and mastery of attitudes.

In the control class, the screening of learning videos was carried out classically with the same three videos as the experimental class. Although student enthusiasm was evident from the conducive classroom atmosphere, during the video screening students were not given the opportunity to operate the learning videos directly. The absence of this opportunity limits the development of their digital literacy, especially in the aspects of evaluating, selecting, and finding information. This strengthens the opinion of Sukaeniet al. (2022) who emphasized that the development of student skills, including digital literacy, requires direct experience, process skills, and scientific attitudes.

Interactive WS integrated into LMS plays an important role in improving students’ digital literacy. In terms of digital literacy indicators, interactive WS covers all indicators from finding to producing original works. The implementation of LKPD is carried out in stages through four worksheets that are designed progressively to develop various digital literacy skills.

This activity strengthens the opinion of Handayaniet al. (2023) that the use of interactive WS using live worksheets is able to cultivate students’ digital skills which ultimately develop students’ ability to synthesize information that contributes to improving students’ digital literacy comprehensively. As seen in Fig. 3, interactive worksheets are implemented in four progressive stages designed to improve various aspects of students’ digital skills.

Fig. 3. Interactive worksheets.

Interactive WS integrated into LMS plays an important role in improving students’ digital literacy. In terms of digital literacy indicators, interactive WS covers all indicators from finding to producing original works. The implementation of WS is carried out in stages through four worksheets that are designed progressively to develop various digital literacy skills. This activity strengthens the opinion of Handayaniet al. (2023) that the use of interactive WS using live worksheets is able to cultivate students’ digital skills which ultimately develop students’ ability to synthesize information that contributes to improving students’ digital literacy comprehensively.

The integration of the Quizizz platform into the LMS evaluation system has made a significant contribution to improving students’ digital literacy skills. In its implementation, students receive real-time feedback that develops their digital data interpretation skills, supported by unlimited evaluation repetition features with randomized questions to optimize understanding.

The competition system in the form of leaderboards and points adds a social dimension to learning, increasing student involvement in the evaluation process. This finding supports the opinion of Almansoori and Abouassar (2024) who confirmed the positive impact of Quizizz-based evaluation on student learning outcomes. Fig. 4 presents the LMS-based evaluation system that includes features such as quizzes, leaderboards, and immediate feedback to enhance student engagement.

Fig. 4. LMS evaluation system.

The evaluation conducted classically in the control class showed limitations in terms of improving students’ digital literacy. Although carried out with the same questions and centralized system, the implementation of the evaluation classically reduced the effectiveness of the evaluation function as a measuring tool for students’ understanding of the solar and lunar eclipse material.

Conclusion

This research proves that the use of LMS integrated with AI and AR has a significant positive impact on improving digital literacy and critical thinking skills of elementary school students. This can be seen from the students’ ability to produce work using the AI Image Generator that exceeds expectations, as well as increasing their ability to analyze and evaluate abstract learning concepts such as the eclipse phenomenon. Overall, this technology integration not only improves cognitive understanding, but also develops digital skills and critical thinking that are relevant in the era of technology-based learning.

Recommendations

Based on the results and discussions, the study recommends the development and implementation of an AI and AR integrated LMS into the subject in elementary schools. The important points are how to manage the class and the steps of implementing technology in class interactions. The interaction of technology, materials, teachers, and students can optimize the results of the application of critical thinking skills and digital literacy. Furthermore, further research to explore the effectiveness of this technology in other subjects and its impact on the development of student skills at higher levels of education, such as junior high or high school, needs to be done. This is important to get a complete picture of the development and impact of its application on learning.