VocabulARy: Learning Vocabulary in AR Supported by Keyword Visualisations

Weerasinghe, Maheshya; Biener, Verena; Grubert, Jens; Quigley, Aaron; Toniolo, Alice; Pucihar, Klen Čopič; Kljun, Matjaž

doi:10.1109/tvcg.2022.3203116

Cited by 16 publications

(6 citation statements)

References 63 publications

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“…Frontiers in Virtual Reality frontiersin.org name motivation as a result of using AR for language training (Zainuddin and Idrus, 2016;Martínez et al, 2017;Topsakal and Topsakal, 2019;Weerasinghe et al, 2022;Çelik and Yangın Ersanlı, 2022). While monotonous learning activities involving the same instructional approaches can decrease students' interest and motivation toward the subject matter (Taskiran, 2019), AR provides variety in the learning routine and prevents monotony and boredom (Safar et al, 2016).…”

Section: Type Of Markers [Rq1]mentioning

confidence: 99%

“…Consequently, rather than blindly replacing traditional teaching approaches with AR ones, it is important to think about how AR can complement or enhance them. When Weerasinghe et al (2022) investigated the effects of the keyword method for vocabulary learning and continued it by providing AR visualizations, they found that AR can significantly improve the traditional keyword method. This shows that it is important to investigate which traditional learning approaches work well with AR and can benefit from it.…”

Section: Type Of Markers [Rq1]mentioning

confidence: 99%

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Foreign language learning using augmented reality environments: a systematic review

Schorr,

Plecher,

Eichhorn

et al. 2024

Front. Virtual Real.

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Augmented Reality (AR) is an advancing technology that has drawn the attention of educational material designers across various academic fields. However, few studies document the successes and setbacks of AR research in the language education sector. This review delves into educational research that employs AR for language training, examining the existing literature on this topic for development trends, benefits, challenges, and success patterns to derive design principles from them. In doing so, the paper covers 40 studies published between 2016 and 2023. The findings suggest that AR is mainly used for vocabulary acquisition with a clear trend toward applying marker-based technology and mobile devices. The design principles derived indicate that the potential of AR lies primarily in contextual learning, and that the technology alone may not satisfy students’ needs in all aspects of language learning but should be used in combination with traditional teaching methods.

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Section: Type Of Markers [Rq1]mentioning

confidence: 99%

Section: Type Of Markers [Rq1]mentioning

confidence: 99%

Foreign language learning using augmented reality environments: a systematic review

Schorr,

Plecher,

Eichhorn

et al. 2024

Front. Virtual Real.

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“…The framework aims to leverage the science of memory to enhance language retention by implementing this concept. Mnemonic devices such as acronyms, visualization, and rhyme are integrated into the flashcard design to provide students with effective tools for encoding and retrieval, ultimately improving language retention (Weerasinghe et al, 2022;Amiryousefi & Ketabi, 2011). Utilizing online flashcards as a digital tool for delivering the vocabulary learning experience is a central feature of the framework.…”

Section: Literature Review 21 Comparative Analysis Of Mnemonic and No...mentioning

confidence: 99%

Fostering Vocabulary Memorization: Exploring the Impact of AI-Generated Mnemonic Keywords on Vocabulary Learning Through Anki Flashcards

Agnes,

Srinivasan

2024

WJEL

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This study delves into the integration of AI-generated mnemonic assistance in Anki flashcards, aiming to enhance vocabulary acquisition for intermediate-level English language learners who often grapple with vocabulary challenges. The research involved a sample of 60 students, split into two groups: the Mnemonic group, which used Anki flashcards with AI-generated mnemonics, and the Non-Mnemonic group, which relied on Anki flashcards without mnemonics. The findings revealed that both groups exhibited statistically significant vocabulary retention improvements after undergoing four repetition sessions. Significantly, the Mnemonic group displayed a more pronounced enhancement, underscoring the effectiveness of AI-generated mnemonic support. This research amalgamates insights from cognitive psychology, spaced repetition techniques, and AI-driven personalization to offer a comprehensive and adaptive approach to vocabulary acquisition. Its implications extend to educators, learners, and the ongoing evolution of language instruction, as it highlights the potential for AI to play a pivotal role in addressing the persistent challenges associated with vocabulary acquisition, especially among intermediate-level English language learners.

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“…Demikianlah, penguasaan kosakata adalah dasar dari penguasaan ke 4 skill bahasa Inggris lainnya. Oleh karena itu, hal pertama dan paling mendasar yang harus diajarkan oleh guru dalam merespon siswa yang hampir tidak meiliki pengetahuan Bahasa Inggris adalah Vocabulary (Bueno-Alastuey, 2022;Çakmak, 2021;Matielo, 2018;Platzer, 2020;Podoliak, 2021;Webb, 2020;Weerasinghe, 2022;Yamaguchi, 2020).…”

Section: Pendahuluanunclassified

Peningkatan Partisipasi dan Penguasaan Vocabulary Siswa Kelas VII A SMP 1 Kabat Menggunakan Media Flashcard

Safitri,

Miunadiroh,

Astutik

2023

jtp

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In the primary school level, English is no longer a compulsory subject to be taught. In some schools, English is only a local subject. As a result, when students enter secondary school, they have very little knowledge of the English language. This is also the case in SMP 1 Kabat. Students' knowledge of English vocabulary is very low. Therefore, teaching vocabulary becomes crucial because vocabulary mastery is the foundation of learning the other four English language competencies. This research aims to enhance the participation and vocabulary mastery of 7th-grade students at SMP 1 Kabat using Flashcards as a media. This study employs the Class Action Research (CAR) method, consisting of two cycles, each with four stages: planning, acting, observing, and reflecting. Collaborative action research (CAR) is conducted, meaning students work together with the English teacher. The researcher collects data using tests, observations, and questionnaires. To analyze the data, the researcher uses both quantitative and qualitative descriptive analysis. Based on the research conducted, it was found that the percentage of student participation in the learning process in cycles 1 and 2 was 76.67% and 86.67%, respectively. As for the learning outcomes in the first cycle, it was 57%, which did not meet the passing target. However, in the second cycle, there was an increase to 80%, surpassing the minimum target of ≥75%. Based on the results obtained from the research, it can be concluded that the use of Flashcards as a media is highly effective in improving the participation and vocabulary mastery of 7th-grade students at SMP 1 Kabat.

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VocabulARy: Learning Vocabulary in AR Supported by Keyword Visualisations

Cited by 16 publications

References 63 publications

Foreign language learning using augmented reality environments: a systematic review

Foreign language learning using augmented reality environments: a systematic review

Fostering Vocabulary Memorization: Exploring the Impact of AI-Generated Mnemonic Keywords on Vocabulary Learning Through Anki Flashcards

Peningkatan Partisipasi dan Penguasaan Vocabulary Siswa Kelas VII A SMP 1 Kabat Menggunakan Media Flashcard

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