ARabic-Kafa: Design and development of educational material for arabic vocabulary with augmented reality technology

Abstract

This research focuses on the production and creation of educational materials for Arabic vocabulary learning using Augmented Reality Technology, namely ARabic-Kafa, which can support both teachers and students. The Marker Based Tracking tool is used in this Augmented Reality application. This method was employed because it can read objects and then display 3-dimensional (3D) virtual objects. The first step in resolving this issue is to create animations through the blender application, choose the image to be utilised as a Marker, and finally, export it to Vuforia to form an Augmented Reality app. The mobile app of Augmented Reality-based educational media is the product of this research. A series of testing were employed and a minimum distance for displaying a 3D object is 10 cm, and the minimum angle 30° to 90° to view 3D objects. The rotation marker's output effectively shows every aspect of the 3D object. Furthermore, the audio pronunciations can be played effortlessly.

Interactive Augmented Reality System for Learning Phonetics Using Artificial Intelligence

“…The results from the articulatory awareness test (Figure 15) demonstrate the crucial role of explaining the functioning of the speech organs in producing phoneme sounds. This step is particularly significant in the process of phonetic learning, unlike the traditional approach adopted in the works of [19], [30], and [17], where emphasis is placed on teaching the letters' names, visual representation, and pronunciation within words. By knowing which speech organs are involved and how they move, learners can more effectively mimic and produce accurate phoneme sounds.…”

“…Up to the point of writing this paper, there isn't any AR system currently exists that utilizes AI for the purpose of phonetics learning in general, or for Arabic phonetics specifically. Many studies, such as [17] and [30], have focused on teaching Arabic vocabulary, but not specifically phonetics. While other studies [10][11][12][13], have incorporated audio for phoneme sound, none have included a recording option with the use of AI to analyze student recordings and provide feedback on pronunciation.…”

“…Up to the point of writing this paper, there is limited research available on the use of MAR technology for learning phonetics of Arabic language, and yet no specialized apps were found that specifically targeted this skill. However, a recent study by Daud et al [17] introduced an MAR application named ARabic-Kafa, which focuses on developing educational materials for Arabic vocabulary learning. Phonetics was not the main focus of their study.…”

Mnemonic Learning in Increasing Early Children's Arabic Vocabulary

“…In the next step, the teacher prepared and selected material as a learning resource for students to get to know and broaden their horizons regarding Arabic vocabulary (Daud et al, 2021) . Boon & Rux (2019), in their research, explained that, in general, a child will learn vocabulary more easily and quickly if it is supported by media in the form of pictures.…”

Augmented Reality Technology in Learning Arabic Vocabulary from the Perception of University Students

“…Yet, empirically, the size and depth of this vocabulary are two inseparable dimensions and are always closely related to each other. Both the size and depth of this vocabulary need to be integrated into in teaching and learning process [50]. Vocabulary mastery is a measure of excellence achieved by mastering a larger amount of vocabulary.…”