The Effects of Gender, Age, and Educational Level on Language Achievement in AR-integrated Language Learning
الموضوعات : Research in English Language Pedagogy
Aylar Norouzifard
1
(Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran)
Mohammad Bavali
2
(Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran)
Mostafa Zamanian
3
(Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran)
Ehsan Rassaei
4
(Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran)
الکلمات المفتاحية: Language achievement, MALL, Augmented Reality, Educational Technology, CALL,
ملخص المقالة :
The current study investigated the integration of one recent technology, i.e., Augmented Reality (AR), in language education and its effect on language achievement. To this end, the investigators designed and implemented a quasi-experimental pretest and posttest study involving two stages. The initial stage examined if Augmented Reality improved language achievement in EFL learners. The second one explored the existence of any interaction between such an effect and variables of learners’ gender, age, and educational background. The participants were 40 adult beginner-level adult learners in a language institute in Shiraz, Iran, and were randomly divided into control and experimental groups. In contrast, those in the control group studied the conventional materials. Data was collected through achievement tests included in the course materials package and analyzed with ANCOVA via SPSS. The findings revealed that language achievement was significantly enhanced for the experimental group. Moreover, results indicated that only educational background showed a meaningful relationship with the way learners benefit from using AR in improving their language achievement among the three moderator variables. The findings have implications for researchers and language instructors, and policymakers.
Balkun, M. M. (2011). Teaching with digital media: Widening the framework. Transformations: The Journal of Inclusive Scholarship and Pedagogy, 22(1), 15-24.
Beder, P. (2012). Language learning via an android augmented reality system.
Behmke, D., Kerven, D., Lutz, R., Paredes, J., Pennington, R., Brannock, E., & Stevens, K. (2018, January). Augmented reality chemistry: Transforming 2-D molecular representations into Interactive 3-D structures. In Proceedings of the Interdisciplinary STEM Teaching and Learning Conference (Vol. 2, No. 1, pp. 5-11). Proceedings of the Interdisciplinary STEM Teaching and Learning Conference.
Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented Reality in education–cases, places, and potentials. Educational Media International, 51(1), 1-15.
Cheung, A. C., & Slavin, R. E. (2013). Effects of educational technology applications on reading outcomes for struggling readers: A best‐evidence synthesis. Reading Research Quarterly, 48(3), 277-299.
Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Routledge.
Erbas, C., & Demirer, V. (2019). The effects of augmented reality on students' academic achievement and motivation in a biology course. Journal of Computer Assisted Learning, 35(3), 450-458.
Fauzi, A. F. A. A., Ali, K. N., & Amirudin, R. (2019). Evaluating students' readiness, expectancy, acceptance, and effectiveness of augmented Reality-based construction technology education. International Journal of Built Environment and Sustainability, 6(1), 7-13.
Khoshnevisan, B. (2020). The effects of augmented Reality (AR)-infused idiom material on Iranian Students’ idiom achievements, motivation, and perceptions. The University of South Florida.
Kiryakova, G., Angelova, N., & Yordanova, L. (2018). The potential of augmented reality to transform education into smart education. TEM Journal, 7(3), 556-565.
Koç, Ö., Altun, E., & Yüksel, H.G. (2022). Writing an expository text using augmented Reality: Students’ performance and perceptions. Educ Inf Technol, 27, 845-866. https://doi.org/10.1007/s10639-021-10438-x
Koutromanos, G., Sofos, A., & Avraamidou, L. (2015). The use of augmented reality games in education: a literature review. Educational Media International, 52(4), 253-271.
Lazoudis, A., Salmi, H., & Sotiriou, S. (2012). Augmented Reality in Education: EDEN-2011 Open Classroom Conference: Proceedings of the “Science Center To Go” Workshops.
Lee, K. (2012). Augmented Reality in education and training. TechTrends, 56(2), 13-21.
Liu, T. Y., Tan, T. H., & Chu, Y. L. (2008, December). QR code and augmented reality-supported mobile English learning system. In Workshop of mobile multimedia processing (pp. 37-52). Springer, Berlin, Heidelberg.
Milgram, P., Takemura, H., Utsumi, A., & Kishino, F. (1995, December). Augmented Reality: A class of displays on the reality-virtuality continuum. In Telemanipulator and telepresence technologies (Vol. 2351, pp. 282-292). International Society for Optics and Photonics.
Naese, J. A., McAteer, D., Hughes, K. D., Kelbon, C., Mugweru, A., & Grinias, J. P. (2019). Use of augmented Reality in the instruction of analytical instrumentation design.
Pallant, J. (2020). SPSS survival manual: A step-by-step guide to data analysis using IBM SPSS. Routledge.
Pérez-López, D., & Contero, M. (2013). Delivering educational multimedia contents through an augmented reality application: A case study on its impact on knowledge acquisition and retention. Turkish Online Journal of Educational Technology-TOJET, 12(4), 19-28.
Salmi, H., Kaasinen, A., & Kallunki, V. (2012). Towards an open learning environment via augmented Reality (AR): Visualising the invisible in science centers and schools for teacher education. Procedia-Social and Behavioral Sciences, 45, 284-295.
Solak, E., & Cakir, R. (2015). Exploring the Effect of Materials Designed with Augmented Reality on Language Learners' Vocabulary Learning. Journal of Educators Online, 12(2), 50-72.
Steuer, J. (1992). Defining Virtual Reality: Dimensions determining telepresence. Journal of Communication, 42(4), 73-93.
Tandoğan, B. (2019). Investigating the effectiveness of ARCS-based instructional materials enhanced with augmented Reality on ESP vocabulary achievement and motivation (Master's thesis, Middle East Technical University).
Tsai, C. C. (2020). The Effects of augmented reality to motivation and performance in EFL vocabulary learning. International Journal of Instruction, 13(4), 987-1000.
