Using Augmented Reality (AR) for Enhancing Chinese Vocabulary Learning

Abstract

This research aims to develop a mobile AR application for enhancing Chinese vocabulary learning to students who learn Chinese as a main subject. The requirement was gathered from Chinese teachers by interview to assess a suitable content and educational technology for students. The result showed that augmented reality is the best choice. Then, 3D model , illustration, sound were drawn based on the contents and the software design and implementation were performed. After finishing this development process, Grade 10th students majoring in Chinese, at School A, Ang Thong provience. tested this application. The evaluation process was performed using pretest and posttest data analyzed by a paired samples t-test at a 95% confidence level. The result of this study shows that the application is an efficient tool to help students improve their learning capabilities.

Application of Augmented Reality Technology to Access Facial Sunscreen Product Label Information

“…The satisfaction score is a Likert scale with 5 levels, ranging from 1 to 5. The meaning of each score is listed below so that the analysis of customers satisfaction can be performed [16].…”

Foreign language learning using augmented reality environments: a systematic review

“…Understanding, retention, and learning performance [RQ2]: Several studies mention that their experimental AR applications have improved the learning performance of participating students (Martínez et al, 2017;Montellanos et al, 2019;Geng and Yamada, 2023). Either researchers observed significant student performance improvement and as a result academic success, when participants studied with AR-enhanced language learning material (Montellanos et al, 2019;Uiphanit et al, 2020), or students themselves reported that the application benefited their language acquisition (Taskiran, 2019). Although not all studies claim that AR is the superior teaching material when comparing the learning gains of ARenhanced material with traditional teaching methods, researchers Types of markers used in the observed studies for tracking.…”

“…This can promote a smooth interplay between the teacher, the students, and the learning materials. Teachers may participate in theoretical discussions, actively contributing to the designing process by providing pedagogical and practical insight (Zainuddin and Idrus, 2016;Uiphanit et al, 2020), and evaluate the resulting learning materials before or after testing them in an authentic environment (Liu et al, 2018;Chen and Chan, 2019;Wen, 2021). In doing so, they assist researchers by giving them an idea of how the application will be used and how successful it was once implemented.…”

“…The potential of AR for aiding language teaching and learning has been recognized by educational researchers who have conducted empirical research on the topic. They have used AR for teaching popular languages such as English (Safar et al, 2016;Topsakal and Topsakal, 2019), French (Perry, 2021), Japanese Plecher et al (2018) and Chinese (Uiphanit et al, 2020), as well as for niches like sign language (Nazareth et al, 2014) and Egyptian hieroglyphs (Plecher et al, 2020).…”

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