.jpg)
Email this article 
.png)
.png)
The Impact of Augmented Reality (Ar) on Vocabulary Acquisition in Elementary School Students
Abstract
Vocabulary development is one of the key areas in learning English as a second/foreign language, especially for children. New technologies, including Augmented Reality (AR), provide an interactive and immersive learning environment which can enhance vocabulary retention in a more engaging way. Despite increasing interest, studies on long-term effects and AR application in elementary education are still scarce. The purpose of this research is to analyze the effect of AR on English vocabulary knowledge of elementary school students. A quasi-experimental one-group pre-test and post-test were undertaken with a sample of 25 fifth grade students of SDN Jambon 2-Yogyakarta. Data was collected through vocabulary proficiency tests of CEFR A1–A2 levels and student perception questionnaires derived from established instruments. Descriptives and inferential statistical analyses were utilised – (paired sample t-tests and the calculation of effect sizes). The pre-test data showed that students’ mean scores of vocabulary were in the category of “Fair” (M = 61.56), as most participants encountered difficulties in pronunciation, spelling, meaning interpretation, and contextual usage. The average posttest score rose significantly to 83.20 in the “Proficient” rank after the AR intervention phase. The change was statistically significant (p = 0.000, t = 8.996), which indicated that AR had a significant positive effect on vocabulary learning. Findings indicate that vocabulary learning is positively influenced by AR-supported learning experience, providing students with a dynamic and joyful learning space. The research highlights AR’s promise as a pedagogical medium in elementary level English education, with empirical evidence for its implementation in technology-enhanced language learning.
Keywords
Full Text:
PDFReferences
Agata, D., Yuniarti, H., & Adison, A. A. P. (2021). Teaching English vocabulary to young learners via augmented reality learning media. Beyond Words, 9(2), 91-99. http://dx.doi.org/10.33508/bw.v9i2.2772
Agazzi, A. (2022). The importance of learning vocabulary for young learners. International Journal of Multicultural and Multireligious Understanding, 9(8), 56-60. http://dx.doi.org/10.18415/ijmmu.v9i8.3897
Belda-Medina, J., & Marrahi-Gomez, V. (2023). The impact of augmented reality (AR) on vocabulary acquisition and student motivation. Electronics, 12(3), 749. https://doi.org/10.3390/electronics12030749
Binhomran, K., & Altalhab, S. (2021). The Impact of implementing augmented reality to enhance the vocabulary of young EFL Learners. JALT CALL Journal, 17(1), 23-44. http://dx.doi.org/10.29140/jaltcall.v17n1.304
Chuang, H. C., Gunawan, V., Wu, W. C., & Chuang, K. L. (2022, July). Using thematic English learning and augmented reality to enhance vocabulary learning motivation and enjoyment of elementary school students. In 2022 International Conference on Advanced Learning Technologies (ICALT) (pp. 256-258). http://dx.doi.org/10.1109/ICALT55010.2022.00083.
Creswell, J.W. and Creswell, J.D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage, Los Angeles. https://www.scirp.org/reference/referencespapers?referenceid=2895169
Creswell, John W. (2012). Research Design Pendekatan Kualitatif, Kuantitatif, dan Mixed. Yogyakarta: Pustaka Pelajar.
Criollo-C, S., Guerrero-Arias, A., Guaña-Moya, J., Samala, A. D., & Luján-Mora, S. (2024). Towards Sustainable Education with the Use of Mobile Augmented Reality in Early Childhood and Primary Education: A Systematic Mapping. Sustainability, 16(3), 1192. https://doi.org/10.3390/su16031192
Faizah, I., Drajati, N. A., & Yunus, M. M. (2022). A Pre-Service teacher experiences of creating vocabulary Quizzes for EFL adult learners: the ACTIONS Model. International Journal of Pedagogy and Teacher Education, 6(1), 12-23. http://dx.doi.org/10.20961/ijpte.v6i1.56632
Gavranović, V. (2019). Second language vocabulary acquisition enhanced by the use of technology. In Sinteza 2019-International Scientific Conference on Information Technology and Data Related Research (pp. 621-626). Singidunum University. https://doi.org/10.15308/Sinteza-2019-621-626
Huang, X., Zou, D., Cheng, G., & Xie, H. (2021). A systematic review of AR and VR enhanced language learning. Sustainability, 13(9), 4639. https://doi.org/10.3390/su13094639
Hudaya, A., & Sadikin, I. S. (2019). The effect of aurasma augmented reality (AR) to enhance young learners’ vocabulary mastery. PROJECT (Professional Journal of English Education), 2(6), 783-790. https://doi.org/10.22460/project.v2i6.p783-790
Krisnayanti, N. P. A., & Winarta, I. G. N. (2021). The problems of learning english vocabulary in Harapan Senior High School. Journal of language and applied linguistics, 2(2), 201-207. https://doi.org/10.22334/traverse.v2i2.46
Leaño, A. J., Rabi, N. M., & Piragasam, G. A. G. (2019). Speaking difficulties of Philippine indigenous learners in English Semantics. Southeast Asia Early Childhood Journal, 8(2), 16-27. https://doi.org/10.37134/saecj.vol8.no2.2.2019
Lutfiyah, N., Nuraeningsih, N., & Rusiana, R. (2022). The obstacles in learning vocabulary of EFL Students. Prominent, 5(2), 114-125.
Puspitarini, Y. D., & Hanif, M. (2019). Using learning media to increase learning motivation in elementary school. Anatolian Journal of Education, 4(2), 53-60.
Ridhollah, M., Muliana, M., & Mursalin, M. (2021). The influence of cooperative integrated reading and composition model on completing abilities of story questions. Malikussaleh Social and Political Reviews, 2(1), 33-42. https://doi.org/10.29103/mspr.v2i1.4978
Sadikin, I. S., & Martyani, E. (2020). Integrating augmented reality (AR) in EFL class for teaching vocabulary. Prof. J. English Educ, 3(2). http://dx.doi.org/10.22460/project.v3i2.p161-167
Salman, D. M. (2022). The hurdles of denotation and connotation to non-native English learners. International Journal of English Literature and Social Sciences, 7(4), 228-230.
Sardi, A. (2022). The building up of students’ vocabulary mastery through knowing by heart strategy.
Singh, D., Banerjee, A., & Nath, I. (2021). Application of augmented reality and virtual reality in education. In Implementing augmented reality into immersive virtual learning environments (pp. 89-101). IGI Global. https://doi.org/10.4018/978-1-7998-4222-4.ch005
Susanto, H. (2021). A study on students’ difficulties in learning vocabulary. Journey: Journal of English Language and Pedagogy, 4(2), 46-50.
Tin-Chang, C., Liao, C. H. D., & Hsun-Hui, H. (2023). The learning outcome of using augmented reality instruction to enhance students’ english vocabulary learning in the EFL elementary school. English Language Teaching Methodology, 3(1), 152-161. http://dx.doi.org/10.56983/eltm.v3i1.921
Tyson, M. (2021). Impact of augmented reality on vocabulary acquisition and retention. Issues and trends in learning technologies, 9(1). https://doi.org/10.2458/azu_itlt_v9i1_tyson
Vasista, K. (2022). Augmented reality vs. virtual reality. Central asian journal of mathematical theory and computer sciences, 3(3), 1-4. https://cajmtcs.centralasianstudies.org/index.php/CAJMTCS/article/view/154
Zhang, D., Wang, M., & Wu, J. G. (2020). Design and implementation of augmented reality for English language education. Augmented reality in education: A new technology for teaching and learning, 217-234. http://dx.doi.org/10.1007/978-3-030-42156-4_12
DOI: https://doi.org/10.20961/ijpte.v9i1.97639
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Asfinatu Nurjanah
This work is licensed under a Creative Commons Attribution 4.0 International License.
|
