The effect of augmented reality games on English as foreign language motivation (original) (raw)
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Augmented Reality Games and Motivation in Language Learning
Association for the Advancement of Computing in Education (AACE), 2018
Today educational practices are being designed and varied due to advance of millennium generation who tend to use mobile technologies in every aspect of their lives. Accordingly, growing interest towards mobile learning in education brings several opportunities and advantages for English as Foreign Language teachers and learners. Augmented reality, which is another growing phenomenon on mobile devices, is a technology that incorporates digital information such as images, video and audio into real-world spaces. As a part of mobile learning, augmented reality technique has potential to facilitate learning through enjoyment over learning tasks, engagement and motivation. Designed in descriptive survey model, this study intended to assess English language learners' subjective experience regarding the implementation of augmented reality-based learning materials in their language classes with a game-based approach in Anadolu University, Turkey. The analysis of the questionnaire items showed that most of the students accepted the activities in augmented learning environment highly motivating and enjoyable, which is a similar finding in augmented reality research.
The Application of Augmented Reality (AR) to Language Learning and its Impact on Student Motivation
International Journal of Linguistics Studies, 2022
The recent emergence of digital authoring tools related to Augmented Reality (AR), such as Zooburst, Roar or Aumentaty, has facilitated the integration of this cutting-edge technology in Education. Consequently, different publications have come out to light about the affordances and limitations of integrating technology AR in the EFL/ESL classroom. Thus, this study seeks to analyze and review the recent trends in AR implementation in the English as a Foreign Language Classroom (EFL) and to present the main projects aimed at teaching English with AR-based projects that have been published in the latest years in WOS and Scopus. Following the methodology, the improvement in the performance of the student in different areas of study has been proved while using AR in EFL teaching.
Frontiers in education, 2024
The integration of Augmented Reality (AR) in language learning has garnered attention in the field of education, yet its effectiveness in enhancing grammar proficiency among secondary school students remains relatively unexplored, especially given that previous research has predominantly focused on vocabulary acquisition at the primary and college levels. This study, based on a mixedmethods approach and convenience sampling, is aimed at assessing students' attitudes toward the integration of technology (H1) in language learning and examining the impact of using AR on grammar learning (H2) and motivation (H3) among secondary education students. Employing a mixed-method approach and convenience sampling, the research involved 130 students aged 14 to 15 from two secondary schools, divided into an experimental group (n = 64) and a control group (n = 66). Both groups received instruction on English comparative and superlative forms and completed a variety of exercises. The control group followed a traditional approach using a printed handbook, while the experimental group engaged with an AR-based lesson containing equivalent grammar activities and vocabulary in a multimedia format. Pre and post-tests were administered to evaluate grammar proficiency, accompanied by pre and post-surveys. Semi-structured discussion was used for the qualitative data. The findings revealed a strong interest in integrating AR technology into grammar learning, underscored by a positive attitude toward its implementation in secondary education. However, no statistically significant differences were detected in grammar learning performance between the two student groups. These findings emphasize the importance of providing proper teacher training in secondary education to effectively utilize AR technology and highlight the need for further research to explore its effectiveness and long-term impact.
Foreign Language Teaching with Augmented Reality Application
2016
One of the main aims in Foreign Language Teaching is to actualize natural and entertaining educational environment. Foreign Language Teaching Activities should stress on motivational goals furthering interests and motivation of learners and minimizing their anxiety in language teaching activities. So as to adopt that, these activities should be designed to incite students’ interests, curiosity and include some diverse alternatives from school textbooks to handheld technological devices and other electronic appliances. The alternatives for educational purposes may multiply in results of innovations and individual’s access to technologies in surrounding educational environment. For the purpose, application of technological innovations and handheld technological devices should bridge the gap between real world and virtual world. In the study, a technological innovation called “Augmented Reality (AR)” is applied. The purpose of the study is to determine attitudes of learners towards AR ...
This research study describes the use of Augmented Reality (AR) as an emerging form of experience in which the real world is enhanced by computer-generated content. AR pop-up books for instance will help students bridge the gap between the digital and physical world. Students are able to use the AR pop-up book as the primary interface, changing perspective or direction by moving the book through their webcam where a marker detection which is a two-dimensional patterns to carry information that are attached to the book page. AR technology is adopted in this research study because it has the potential to motivate and support students in English language learning. In learning a second language, research has established that it is utmost important that students receive maximum support in terms of supportive and conducive learning environment. The AR pop-up book is developed using ZooBurst tool and the design is incorporated with a problem solving approach which is Keller's ARCS model: Attention, Relevance, Confidence, and Satisfaction. The development process is enhanced using Keller's ARCS model of motivational design. The result of the study is obtained from observations of Year One primary school students using the AR pop-up book and followed by semi-structured interview.
Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, 2017
The purpose of this study was to inform about some of the current applications and literature on Augmented Reality (AR) technology in education and to present experimental data about the effectiveness of AR application in a language classroom at the elementary level in Turkey. The research design of the study was quasi-experimental. Sixty-one 5 th grade students from a state elementary school participated in this research on a volunteer basis. The participants were divided into the experimental and control group, where new vocabulary items were introduced to the experimental group through augmented reality technology. A post-test and a retention test were administered upon the implementation of the program. The results of the study revealed that participants from the experimental group achieved higher scores than participants in the control group and they also performed better in recalling the learnt information. This study suggested that the use of AR technology in a language classroom at the elementary level increased learners' performances and made vocabulary learning more effective in comparison with the traditional methods.
Teaching English with Augmented Reality Technology: Evaluative Feedback of Elementary School Student
The application of new educational technologies to the teaching of English in classrooms around the world is an important endeavour. One of the outstanding innovations is Augmented Reality technology, which is a computer-generated technology that enhances user perception and experience. The researcher selected Augmented Reality technology since its most attractive to young learners in teaching English as foreign language classrooms as its capacity for learners to see and experience the real world together with 3-dimensional content embedded into it. After explaining Augmented Reality in the context of new technologies development, this paper gives details about an evaluation by a sample drawn from 484 elementary school learners in Bangkok classrooms of an Augmented Reality 3D pop-up book called The Seed Shooting Game, which has been designed for a blended learning environment, a combination of electronic curriculum material within a traditional teaching context. The statistical feedback given by these young learners through a survey was very positive with no difference between the two gender groups.
Augmented Reality in Language Learning: Enhancing Student Engagement in a Third Language Subject
International Journal of Academic Research in Business and Social Sciences
To improve student performance on the subjects studied, the fields of education and technology cannot be separated. Although technology has been used in Third Language Subject Education for a long time, student performance has been seen to decline from 2020 to 2021. In fact, the use of augmented reality (AR) multimedia technology continues to remain uncommon, particularly in third-language subjects at Universiti Teknologi MARA (UiTM). Due to the paucity of studies on the impact of using AR technology in the third language on student performance, this needs to be investigated. The use of AR in education and training can speed up instruction, be lightweight and portable, have clear content, and cost less to print. The purpose of this research is to determine how the use of AR-oriented multimedia technology affects student performance in third-language learning methods and lecturer roles. Data from questionnaires is collected using quantitative methods. SmartPLS 3.0 was used to analyse the data. A total of 387 UiTM students who took a third language course participated in the study. The analysis revealed that the use of multimedia had a significant impact on student performance, with the exception of the teaching strategy factor, which had no effect on student performance. Future proposals to broaden AR research into other areas of social science.
Education and Information Technologies, 2022
Grounded in game-based learning and problem-based learning, this study compared the effects of an augmented reality (AR) mobile game and a printed game on student engagement and attitudes toward foreign language learning. For this purpose, a narrative-driven, location-based AR mobile game was developed based on the analysis, design, development, implementation and evaluation approach. The participants were 42 undergraduates studying English as a foreign language (EFL) in South Korea. The AR group played a location-based AR mobile game in English while moving around the university campus and collaborating with team members, whereas the print-game group played the same game color-printed onto paper in teams in the classroom. After the activities, both groups completed case reports, Likert-scale surveys, and adjective checklists, and participated in interviews. The results indicated that both groups demonstrated comparable levels of behavioral, cognitive, and emotional engagement as well as positive attitudes in learning EFL, without significant group differences. The adjective checklist also indicated that the AR-and print-games provided students with a similar quality of experience. The qualitative data suggested that, if the EFL instruction is performed in accordance with game-based learning and problem-based learning principles, students may sustain high levels of engagement and positive attitudes, regardless of the medium (AR technology versus print). However, the only significant group difference was found in the perceived usefulness for learning EFL, which favored the print-mode game. While AR technologies provided authentic and immersive learning environments, EFL students perceived print reading as more useful for learning English than digital reading. This study makes a case for the development and application of narrative-driven, location-based AR games in foreign language education.
Procedia - Social and Behavioral Sciences, 2016
In order to better promote the use of mobile technology in the field of language education, we created an augmented reality mobile game, Guardians of the Mo'o, for ESL (English as Second Language) learners to enhance their cultural understanding, communicational skills and also language development. Through detailed analysis of the video recorded play-through data, we found that students were able to coordinate their actions and engage in both the virtual and physical world during problemsolving processes. Thus, we argue that the embodied gaming environment which Guardians of the Mo'o provided afforded the dynamic learning experience, and it is a successful exploration of using mobile technology in creating a new learning environment.