The use of augmented reality enhanced flashcards for arabic vocabulary acquisition

Zainuddin, Nurkhamimi; Idrus, Rozhan M.

doi:10.1109/lt.2016.7562857

Cited by 10 publications

(12 citation statements)

References 10 publications

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“…Besides, the visual and audio multimedia available in AR supported students learning and made learning meaningful. Generally, these findings confirm previous research findings that indicated the usefulness and effectiveness of using AR in language learning (Hsieh et al, 2014;Rahimi & Miri, 2014;Chen & Wang;Solak & Cakır, 2015;Zainuddin & Idrus, 2016;Ogawa, 2016;Richardson, 2016).…”

Section: Discussionsupporting

confidence: 90%

Breaking down the Classroom Walls: Augmented Reality Effect on EFL Reading Comprehension, Self-Efficacy, Autonomy and Attitudes

Alsowat¹

2016

SELT

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Section: Discussionsupporting

confidence: 90%

Breaking down the Classroom Walls: Augmented Reality Effect on EFL Reading Comprehension, Self-Efficacy, Autonomy and Attitudes

Alsowat¹

2016

SELT

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“…Collaborative learning was used in 15 articles, in which 13 also used discovery instructional strategy. In these learning activities, learners were often assigned tasks (e.g., discussing to answer the questions in pop-up books) and peer discussions were encouraged during the learning process (C. Chen & Wang, 2015; Vate-U-Lan, 2012; Zainuddin & Idrus, 2016).…”

Section: Resultsmentioning

confidence: 99%

“…The positive effects were based on the comparison of learning effectiveness between AR instruction and the traditional instruction, a similar AR approach (n ¼ 20), learners' pretest and posttest scores (n ¼ 10), or learners' perceived usefulness (n ¼ 10). Only three studies reported similar Learning effectiveness: learning gains on word spelling scores (Pu & Zhong, 2018) or selfrated perceived usefulness (Zainuddin & Idrus, 2016) Affective outcomes: motivation, attitude, learning interests (Mahadzir & Phung, 2013) Usability testing: (Papadaki et al, 2013) Research methods include a set of qualitative, quantitative, and mixed methods. Positive learning gains with AR instructions (A.…”

Section: Connectionistmentioning

confidence: 99%

Augmented Reality for Early Language Learning: A Systematic Review of Augmented Reality Application Design, Instructional Strategies, and Evaluation Outcomes

Fan

Antle

Warren

2020

Journal of Educational Computing Research

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In this article, we present a systematic review of literature on augmented reality (AR) supported for early language learning. We analyzed a total of 53 papers from 2010 to 2019 using qualitative analysis with complementary descriptive quantitative analysis. Our findings revealed three main AR learning activities: word spelling games, word knowledge activities, and location-based word activities. Our findings also uncovered five main design strategies: three-dimensional multimedia content, hands-on interaction with physical learning materials, gamification, spatial mappings, and location-based features. Several combinations of design and instructional strategies tended to be effective: Learning gains were enhanced by using three-dimensional multimedia with advanced organizers (presentation strategy) and/or using location-based content with learners’ self-exploration (discovery strategy); and motivation was enhanced by using game mechanisms with discovery strategy. We suggest that future designers of AR early language applications should move beyond these basic approaches and consider how unique benefits of AR may be applied to support key activities in early language learning while also considering how to support sociotechnical factors such as collaboration between teachers and learners and different learning contexts. We conclude with a discussion of future directions for research in this emerging space.

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“…Maier and Klinker's AR tool was targeted at students from elementary and high school [12]. Another study presented an app for students that showed the molecular structures of the different chemical elements [13]. Also, an AR system was introduced for teaching inorganic chemistry at the university-level [13].…”

Section: Literature Reviewmentioning

confidence: 99%

“…Another study presented an app for students that showed the molecular structures of the different chemical elements [13]. Also, an AR system was introduced for teaching inorganic chemistry at the university-level [13]. This proposed system used inexpensive cameras and open-source software to set up a collaborative environment that supported several groups of students interacting with material and compound structures [1].…”

Section: Literature Reviewmentioning

confidence: 99%

MicroWorld: An Augmented-Reality Arabian App to Learn Atomic Space

et al. 2021

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The visualization of objects of an abstract nature has always been a challenge for chemistry learners. Thus, augmented reality (AR) and virtual reality (VR) have been heavily invested in as immersive learning methods for these concepts. This study targets the segment of the chemistry curriculum involving the chemical elements of the periodic table. For this purpose, we developed the AR educational tool called MicroWorld. This Arabic educational AR app was developed in unity with Vuforia SDK. Using MicroWorld, students can visualize chemical elements microstructures in 3D, see 3D models of the elements in their substantial forms, and combine two chemical elements to see how certain chemical compounds can be formed. In this work, MicroWorld’s usability was evaluated by junior high school students and chemistry teachers using the Arabic system usability scale (A-SUS). The A-SUS average score was 71.5 for junior high school students, while the scale for teachers reached 76. This research aims to design, develop, and evaluate the AR app, MicroWorld. This app was built and evaluated through the lens of the design science research paradigm.

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The use of augmented reality enhanced flashcards for arabic vocabulary acquisition

Cited by 10 publications

References 10 publications

Breaking down the Classroom Walls: Augmented Reality Effect on EFL Reading Comprehension, Self-Efficacy, Autonomy and Attitudes

Breaking down the Classroom Walls: Augmented Reality Effect on EFL Reading Comprehension, Self-Efficacy, Autonomy and Attitudes

Augmented Reality for Early Language Learning: A Systematic Review of Augmented Reality Application Design, Instructional Strategies, and Evaluation Outcomes

MicroWorld: An Augmented-Reality Arabian App to Learn Atomic Space

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