Augmented Reality to Enhance Vocabulary Learning in Young English Learners

• In Event: Virtual and Augmented Reality Applications in Education

Abstract

The current study investigated the effects of learning materials enhanced with augmented reality on school-aged children’s second language vocabulary acquisition. A sample of 64 Korean-speaking children (mean age = 10.8) were randomly assigned to one of three groups: picture-based instruction (PBI), augmented reality-based instruction (ARI), and control. Participants in the PBI group learned 15 target words using pictures while participants in the ARI group learned the same words through using pictures enhanced with augmented reality. The control group did not receive instruction on target words. Repeated measures ANOVA showed that the PBI and ARI groups’ pretest-to-delayed posttest vocabulary gains were significantly different over time. There were no differences, however, between the performances of the ARI and PBI groups.

Authors

• Hyangeun Ji, Temple University

• Hye Won Shin, Korea University