Identifying The Criteria of Designing Augmented Reality for Vocabulary Learning in Primary School

Abstract

The ease of implementing Augmented Reality in the classroom makes AR as a useful learning medium for educators. AR can be used to be teaching media for vocabulary learning. The purpose of this study was to identify criteria in developing a prototype design for educational games based on AR for teaching English vocabulary for elementary school students. this research will also describe the procedures that are followed in designing the educational game design. This procedure is contained in a process called the successive approximation model (SAM). In order to identify the performance gap of present condition, three categories of questionaries were utilized; the activities used to teach vocabulary, the difficulties in teaching vocabularies, and the need and suggestion on teaching vocabulary. The participant of the study is 24 teachers of primary school in the Area of Jabodetabek. The findings of the research revealed that grammar translation method is the most activities used by teacher which indicated the teacher tranquil in the old method in teaching vocabulary. Moreover, the teachers mostly had difficulties on uninteresting activities and lack motivation by the student in learning vocabulary. Additionally, the result of the study emphasizes the need of criteria in choosing vocabulary inside the Augmented reality-based teaching media for vocabulary learning. There criteria of designing augmented reality for vocabulary learning are the use of approach that actively encourage the student to join the activity, which is communicative language teaching and the content of vocabulary in the augmented reality program based on the control of following measures; Word frequency, Structural value, Universality, Subject range, Definition words, Word-building capacity and Style of primary school level

Enhancing reading capability of young Thai students with augmented reality technology: Design-based research

“…Wu et al, 2019). Reading aloud and RR are the preferred strategies for teaching vocabulary in both electronic especially AR (Alqahtani, 2020;Santosa et al, 2021;Yuan, 2021) and non-electronical sources (Ardoin et al, 2013;Triwahyuni et al, 2020;Urquhart & Weir, 1998).…”

“…The intrinsic properties of AR, including direct interaction, virtual and 3D aspects, and the mixing of 3D virtual elements with real-world elements (Kesim & Ozarslan, 2012;Redondo et al, 2014). According to Santosa et al (2021), word frequency and word-building capacity are key criteria in the standard vocabulary selection on AR data.…”

Applying augmented reality multimedia technology to construct a platform for translation and teaching system

“…In traditional English translation teaching, students often encounter various challenges, such as memorizing basic knowledge, conducting grammatical analysis, and enhancing reading comprehension [ 4 ]. Despite the availability of numerous teaching methods and resources, the question of how to effectively stimulate students' interest in learning and enhance their learning outcomes remains a significant issue requiring thorough discussion [ 5 ]. This paper introduces AR technology into English translation teaching with the goal of enhancing students' motivation and engagement through innovative teaching methods, thereby improving their translation skills and overall learning experience [ 6 ].…”