International Journal of Evaluation and Research in Education (IJERE) Vol. 12, No. 2, June 2023, pp. 859~866 ISSN: 2252-8822, DOI: 10.11591/ijere.v12i2.24943  859 Journal homepage: http://ijere.iaescore.com The effect of augmented reality mobile learning in microeconomic course Dayana Farzeeha Ali 1 , Nusaila Johari 2 , Aimi Ruzaini Ahmad 1 1 Faculty of Social Sciences and Humanities, School of Education, Universiti Teknologi Malaysia, Johor, Malaysia 2 Industrial Logistics Section, Universiti Kuala Lumpur - Malaysian Institute of Industrial Technology (UniKL-MITEC), Johor, Malaysia Article Info ABSTRACT Article history: Received Jul 5, 2022 Revised Jan 11, 2023 Accepted Feb 20, 2023 Recently, there has been a surge of interest for students to use technology while engaging in their learning. Augmented reality is one of the technologies found suitable for use in the educational field, such as in science, mathematics, and engineering. However, it is not yet being explored in the Microeconomics course. Therefore, this study investigated the effectiveness of using augmented reality, namely Augmented Reality Mobile Learning in Microeconomic courses (ARMLAAPPS). This study used a quasi-experimental design, and two groups were involved: the control and experimental groups. They are undergoing teaching and learning sessions using ARMLAAPPS and conventional teaching methods. This study indicates that students in the experimental group showed a significantly higher visualization skills level than those in the control group after teaching and learning. Besides, this study also found that ARMLAAPPS can assist in highlighting student-centered learning, stimulating student interest and curiosity, increasing student cognitive, affective, and psychomotor processes, and increasing student involvement in the information-seeking process. Educators are suggested to use augmented reality in their teaching and learning since it has effectively enhanced students’ visualization skills and promoted a better understanding of knowledge. Keywords: Augmented reality Microeconomics Mobile learning Teaching and learning Visualization skills This is an open access article under the CC BY-SA license. Corresponding Author: Dayana Farzeeha Ali Faculty of Social Sciences and Humanities, School of Education, Universiti Teknologi Malaysia Sultan Ibrahim Chancellery Building, Jalan Iman, 81310 Skudai, Johor, Malaysia Email: dayanafarzeeha@utm.my 1. INTRODUCTION In Malaysia, one of the programs offered at the university level is economics which includes programs such as business and accounting. Microeconomics course is a compulsory course offered by most specializations in the faculty of economics, business management, accounting, hospitality, and human resources to enable them to get a certificate, diploma, or degree [1]. This course acquires the students to master a few skills such as understanding or memorizing concepts, mathematical skills, statistical skills, graph drawing, application of theory, and problem-solving skills. However, most students claim that the microeconomics course is difficult to master [2]–[4]. It requires students to have good analytical and problem-solving skills. This is quite challenging, especially for students who have low visualization skill levels [5], [6]. Students with low visualization skills will have difficulty visualizing, sketching, and interpreting the graphs, affecting their understanding of microeconomics concepts and academic performance. Therefore, a preliminary study was conducted to identify student achievement in a microeconomics course at a public university in Malaysia. Table 1 shows the examination for microeconomic courses based on a percentage at a public university in Malaysia from 2016 to 2019.