The Effects of Multi-Sensory Augmented Reality on Students’ Motivation in English Language Learning

Vedadi, Somaiyeh; Abdullah, Zaleha; Cheok, Adrian David

doi:10.1109/educon.2019.8725096

Cited by 21 publications

(18 citation statements)

References 48 publications

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“…The implementation of AR in language learning does not seem to be designed based on a theoretical grounding that will support purposeful and meaningful pedagogical learning activities. This finding is in line with Saltan and Arslan 2017 Studies under this category demonstrate the success of AR in providing the kind of demanding yet motivating, enjoyable and engaging tasks to students (Perry, 2015;Richardson, 2016;Solak & Cakir, 2015;Taskiran, 2019;Vedadi, Abdullah, & Cheok, 2019).…”

Section: Levels Of Education Participants Duration Of Ar Activitisupporting

confidence: 78%

“…This benefit is closely related with students' interest and motivation to engage with a new technology and report higher levels of interest and engagement in comparison to conventional teaching methods. Studies under this category demonstrate the success of AR in providing the kind of demanding yet motivating, enjoyable and engaging tasks to students (Perry, 2015; Richardson, 2016; Solak & Cakir, 2015; Taskiran, 2019; Vedadi, Abdullah, & Cheok, 2019).…”

Section: Resultsmentioning

confidence: 99%

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Augmented reality in language learning: A state‐of‐the‐art review of 2014–2019

Parmaxi

Demetriou

2020

Computer Assisted Learning

134

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This systematic review study synthesizes research findings pertaining to the use of augmented reality (AR) in language learning. Published research from 2014 to 2019 has been explored and specific inclusion and exclusion criteria have been applied resulting in 54 relevant publications. Our findings determined: (a) devices and software employed for mastering AR; languages and contexts in which AR had been applied; theoretical perspectives adopted for guiding the use of AR; the number of participants in AR activities and benefits from using AR as an educational tool in the language classroom; (b) alignment of the affordances of Augmented Reality with the KSAVE (Knowledge, Skills, Attitudes, Values, Ethics) 21st-century skills framework; (c) future directions in AR research and practice. The main findings from this review demonstrate the popularity of mobile-based AR for supporting vocabulary (23.9%), reading (12.7%), speaking (9.9%) writing (8.5%) or generic language skills (9.9%). Our findings also uncovered areas that merit future attention in the application of AR in language learningfor instance learning theories were not often considered in the implementation of AR. The study concludes with suggestions for future research especially in the areas of instructional design and user experience.

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Section: Levels Of Education Participants Duration Of Ar Activitisupporting

confidence: 78%

Section: Resultsmentioning

confidence: 99%

Augmented reality in language learning: A state‐of‐the‐art review of 2014–2019

Parmaxi

Demetriou

2020

Computer Assisted Learning

134

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“…Penggunaan bahasa inggris sebagai english as second language (ESL) banyak diimplementasikan dalam beberapa sektor global. Oleh karena itu dunia pendidikan memberikan perhatian dalam pembelajaran bahasa inggris (Vedadi, Abdullah and Cheok 2019). Salah satu caranya yaitu melalui pendekatan pembelajaran berbasis gestur.…”

Section: Pendahuluanunclassified

Pemanfaatan Teknologi Augmented Reality Sebagai Media Pembelajaran Kosa Kata Bahasa Inggris

Sulistiyaningsih

Rakhmanto²,

Kurniawan³

et al. 2021

JRE

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The purpose of this study is to determine the use of augmented reality technology as a medium for learning English vocabulary. The research method used is the method of developing learning media which refers to Luther's multimedia development method. The development stage starts from concept, design, collecting material, assembly, testing, and distribution. All stages in the development method have been carried out and have realized English vocabulary learning media. The subjects of the study were students who had taken English courses at STMIK Widya Pratama. Data collection and testing techniques used interviews and questionnaires. This study uses quantitative descriptive analysis techniques.The results showed that the medium of learning English vocabulary by utilizing augmented reality technology. through testing the Graphical User Interface (GUI) that the application is easy to use and can help learning English vocabulary through the features contained in the application. Meanwhile, through the User Acceptance Test (UAT) that has been carried out, the audiovisual in the application can help explain English vocabulary material. In addition, the application can be used to help learn English vocabulary, both in the classroom and outside the classroom.

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“…AR offers its users a huge spectrum of modalities such as texts, visuals, animations and videos that are embedded in their environment (Schmalstieg & Hollerer, 2016). These embedded realities provide more engaged learning and motivation and positive attitudes towards learning the target language (Taskiran, 2018;Vedadi et al, 2019). Recent studies reveal numerous advantages of using AR for foreign language learning from increased motivation, authentic language tasks, context-awareness to situated language learning experience (Fan et al, 2020;Lee, 2019;Parmaxi & Demetriou, 2020).…”

Section: Introductionmentioning

confidence: 99%

Acceptance and Use of Smartphones: AR-enhanced EFL Reading Practices

Zeybek

SAYIN

2022

Language Teaching and Educational Research

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The increasing technological practices in educational settings have boosted up a wide variety of mobile tools use. One of the most recent tools is Augmented Reality (AR). As this newest technology whets many educators' appetite in various fields, EFL learning has taken its place among the recent research related with AR enhanced practices. Although AR is a novel and promising tool for educational objectives, little is known about EFL learners' perceptions towards AR-enhanced reading practices and the effect of these practices on EFL learners' smartphone acceptance levels in EFL learning. Herewith, the aim of this study is to investigate EFL learners' perceptions regarding AR-enhanced reading practices and these practices' effect on EFL learners' smartphone acceptance levels in EFL learning. A total of 32 second year vocational school students studying in the department of culinary at a state university participated in this study. This present study adopted a quasiexperimental mixed methods research design. The participants were introduced reading passages in the target language enhanced with AR technologies to increase the comprehension of these texts. Survey of Acceptance and Use of Smartphone Applications for English Language Learning was used to gather quantitative data and a semi-structured focus-group interview was conducted to understand their perceptions on using AR and acceptance of smartphones in EFL learning. The results of this study revealed that these EFL learners have positive attitudes towards using smartphones in their English reading practices and have moderate levels of smartphone acceptance in EFL learning. They found these practices motivating and helpful for understanding the reading passages. Taken together, this study will contribute to the EFL education and technology-enhanced language learning research field.

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The Effects of Multi-Sensory Augmented Reality on Students’ Motivation in English Language Learning

Cited by 21 publications

References 48 publications

Augmented reality in language learning: A state‐of‐the‐art review of 2014–2019

Augmented reality in language learning: A state‐of‐the‐art review of 2014–2019

Pemanfaatan Teknologi Augmented Reality Sebagai Media Pembelajaran Kosa Kata Bahasa Inggris

Acceptance and Use of Smartphones: AR-enhanced EFL Reading Practices

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