Investigating the Role of Augmented Reality Technology in the Language Classroom / Istraživanje uloge tehnologije proširene stvarnosti u nastavi jezika (original) (raw)
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The use of Augmented Reality Technologies, which has been developed in order to enrich the environment of education and training and provide permanent learning, has been increasing day by day. In this sense, it is important to analyze the use of augmented applications in education and training environments. In this study, We have aimed to determine students' academic success levels and their satisfactions through the use of augmented applications in Ottoman Turkish reading which students have difficulties learning. For this purpose, an experimental study has been conducted with 60 students, 30 from experimental and 30 from control group, studying in the department of Turkish studies in the faculty of Education Faculty of Ağrı İbrahim Çeçen University. The experimental and control groups have been chosen at random. The study has lasted totally 4 weeks-1 weeks as pilot 3 weeks as application. The academic success test, that has been prepared to assess students' academic success, prepared by experts and covered 7 weeks, has been applied as the pre-test in the beginning and final test at the end of the process. Additionally, a semi structured interview has been carried out with randomly chosen students from the experimental group. The views of students about the use of augmented reality in Ottoman Turkish readings have been taken into consideration and the level of their satisfaction has been determined. After analysis of the obtained data, it has been understood that there is a meaningful difference between the average academic success grades of the experimental and control groups. The analysis of the findings, obtained by the semi-structured interview, are still continuing. According to the first findings, it has been observed that the use of augmented reality in education and training environment has positive contributions to student success and satisfaction.
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The aim of this study is to analyze the difference of young learners' vocabulary mastery through Aurasma Augmented Reality (AR). The research was conducted in SDN 1 Jayagiri Lembang and the sample of this study was gained from two classes of sixth grade. One class was treated using AR, while another class was treated without AR in teaching vocabulary. The data were gathered from pre-test and post-test. The result of this study revealed that young learners could improve their vocabulary mastery through augmented reality (AR). It can be inferred that there is a significant difference from students' pre-test and post-test result. Furthermore, the data from observation displayed a positive attitude during the students' learning through Aurasma AR. Most of students participated actively in the classroom, they showed high curiosity, and they enjoyed and felt enthusiastic in learning vocabulary.
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In the industrial era 4.0, the use of technology in the learning process is an important element. Teachers need to be more technologically in their teaching process since the use of technology has become a lifestyle. Augmented Reality (AR) is an interactive experience of a real-world environment which is considered effective as good medium in learning especially in English vocabulary. This article aims to explore the use of AR for young learners by comparing it with conventional paper flashcards. This method used quantitative research or more specifically quasi-experimental design at the second grade of Primary school in Padalarang. The data of the research was obtained from pre-test and post-test and it was analyzed by using SPSS 22 for windows. The results showed that both AR and conventional flashcard could significantly improve young learners’ vocabulary. However, the mean score of posttest in experimental class was 74.83 and 62.5 for control class. The data analysis revealed th...
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Although there is a growing body of literature about the use of Augmented Reality (AR) in language learning, research regarding its effectiveness for vocabulary development among secondary students is scarce. This study aims to measure the perception toward AR technology (H1), the effect of its use on vocabulary development (H2), and its impact on student motivation (H3). In this mixed method research based on convenient sampling, 130 students aged 14 to 15 (9th-graders) from two secondary education schools were assigned to an experimental (n = 64) and a control (n = 66) group. Both groups needed to learn 30 geographic terms in English over four weeks. The control group used a traditional method based on a handbook, while the experimental group was exposed to an AR-based lesson containing the same lexical terms. The instruments involved an English pre-post-test about the target vocabulary, a pre-post-survey, and a class discussion. Quantitative and qualitative data were analyzed through SPSS 20 statistical software and a thematic analysis, respectively. The results evidenced positive attitudes and a strong interest in AR integration in language learning. However, no significant differences were observed regarding vocabulary learning performance between both groups of secondary students.
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Vocabulary is the difficult material in English because it is a specific material. That is why a lot of students have a lacks of vocabulary. The problem also comes from the students feel lazy if they read the book. To solve that problem, as a teacher must be creative and try utilize the digital-based media and also online media. Like the example of Augmented Reality application, it is online-based media that need mobile phone to work that application. Before the Teacher use the media, first thing that must to do is need analysis. The need analysis purpose to know the Augmented Reality is suitable or not with Teacher's needed. The objectives of this research are to explore the teacher's need in teaching vocabulary through Augmented Reality application and to find out what are the teacher's strategies in addressing the challenges of using Augmented Reality to teach vocabulary. This study explained by using qualitative case study and interviewed one English Teacher that selected by purposive sampling. A case in Barunawati High School was the students got permission to use their mobile phone and this study was conducted while pandemic corona virus disease (covid-19) happens. This research showed that the teacher needs Augmented Reality to teach vocabulary and agree to use it in the classroom. She argued with digital-based media it will attract the students focus and also with the mobile phone they will like to use it. The Teacher's impression of Augmented Reality is excited because it is new media. Even though the Augmented Reality is a new media in the school, the Teacher stated her strategies to make the goals of the teaching learning process successful and minimize the students' excessive using in their mobile phone. There are three strategies that must be applied when use the Augmented Reality, first ask to anyone who have better understanding, second controlling the students, and the third divide the students into a group. digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id vi ABSTRAK Bimantoro, Renaldi. (2020). Need Analysis for the
Perspektivy nauki i obrazovania – Perspectives of Science and Education, 2021
The problem and the aim of the study. The integration of digital technologies into modern curricula in a foreign language supports the solution of tasks of higher professional education in terms of training a demanded and competitive specialist. The purpose of the work is to study the features of using methods and means of the augmented reality technology in the process of forming students’ professional foreign language competence. Research methods. To obtain theoretical generalizations the analysis of scientific works on problems and prospects of using the augmented reality (AR) technology in the process of teaching a foreign language and on formation of the professional foreign language competence was used. AR tools (Google Lens, augmented reality browsers, WallaMe service) were mastered as part of the course “Virtual and Augmented Reality Technologies” Stepik platform (https://stepik.org/course/62107/syllabus). The study involved 40 first-year students of Vyatka State University of the training program “Teacher education”. In the experiment, the Pearson χ2 (chi-square) criterion was applied. Results. In the experimental group, when studying scientific terms, vocabulary and grammar of the foreign language, for communication and cultural exchange, the methods and means of the AR technology were used. Assessment of formation of the professional foreign language competence was carried out and statistically significant differences in the qualitative changes that occurred in the pedagogical system were revealed, χ2obs. 2 > χ2crit0.05 (7,14 > 5,99). In conclusion factors that make it possible to effectively use the augmented reality technology in foreign language classes (time regulation; alternation of activities, traditional methods and means with innovative ones; inclusion of physical activity breaks and elements of neuro-gymnastics; instruction on safe networking) are summarized.
The Use of Augmented Reality Flashcard in Enriching Students’ vocabulary
Cokroaminoto Journal of Primary Education
The objective of the research is to find out whether or not the Augmented Reality Flashcard can enrich the young learners’ vocabulary. This study is a pre-experimental study with a population of RA. Perwanida 1 Lipu for the 2020/2021 academic year, with a total population of 64 young learners. The sample of this study was group 1 from class B RA Perwanida 1 Lipu, consists of 22 young learners. The instrument used in this study was a vocabulary test. The researcher was giving a pre-test and post-test in the form of an objective test, namely multiple choice. This research used descriptive statistics to analyze the data. Descriptive statistics used in this research include summation, average, standard deviation, and frequency table. The results of this study indicate that the use of Augmented Reality teaching media has a positive impact on enriching students' vocabulary. It was proven from the increase in student scores from the pre-test to the post- test with the average value dur...