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      The Impact of Augmented Reality (AR) on Vocabulary Acquisition and Student Motivation

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      Electronics
      MDPI AG

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          Abstract

          Although there is a growing body of literature about the use of Augmented Reality (AR) in language learning, research regarding its effectiveness for vocabulary development among secondary students is scarce. This study aims to measure the perception toward AR technology (H1), the effect of its use on vocabulary development (H2), and its impact on student motivation (H3). In this mixed method research based on convenient sampling, 130 students aged 14 to 15 (9th-graders) from two secondary education schools were assigned to an experimental (n = 64) and a control (n = 66) group. Both groups needed to learn 30 geographic terms in English over four weeks. The control group used a traditional method based on a handbook, while the experimental group was exposed to an AR-based lesson containing the same lexical terms. The instruments involved an English pre-post-test about the target vocabulary, a pre-post-survey, and a class discussion. Quantitative and qualitative data were analyzed through SPSS 20 statistical software and a thematic analysis, respectively. The results evidenced positive attitudes and a strong interest in AR integration in language learning. However, no significant differences were observed regarding vocabulary learning performance between both groups of secondary students.

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          Current status, opportunities and challenges of augmented reality in education

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            Advantages and challenges associated with augmented reality for education: A systematic review of the literature

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              Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load.

              Augmented reality (AR), a new generation of technology, has attracted the attention of educators in recent years. In this study, a MagicBook was developed for a neuroanatomy topic by using mobile augmented reality (mAR) technology. This technology integrates virtual learning objects into the real world and allow users to interact with the environment using mobile devices. The purpose of this study was to determine the effects of learning anatomy via mAR on medical students' academic achievement and cognitive load. The mixed method was applied in the study. The random sample consisted of 70 second-year undergraduate medical students: 34 in an experimental group and 36 in a control group. Academic achievement test and cognitive load scale were used as data collection tool. A one-way MANOVA test was used for analysis. The experimental group, which used mAR applications, reported higher achievement and lower cognitive load. The use of mAR applications in anatomy education contributed to the formation of an effective and productive learning environment. Student cognitive load decreased as abstract information became concrete in printed books via multimedia materials in mAR applications. Additionally, students were able to access the materials in the MagicBook anytime and anywhere they wanted. The mobile learning approach helped students learn better by exerting less cognitive effort. Moreover, the sensory experience and real time interaction with environment may provide learning satisfaction and enable students to structure their knowledge to complete the learning tasks. Anat Sci Educ 9: 411-421. © 2016 American Association of Anatomists.
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                Author and article information

                Contributors
                (View ORCID Profile)
                Journal
                ELECGJ
                Electronics
                Electronics
                MDPI AG
                2079-9292
                February 2023
                February 02 2023
                : 12
                : 3
                : 749
                Article
                10.3390/electronics12030749
                55a534c7-c825-42a0-9954-62249ee874c5
                © 2023

                https://creativecommons.org/licenses/by/4.0/

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