Exploring the effect of augmented reality technology on high school students’ vocabulary learning, personality traits, and self-efficacy in flipped and blended classes

Incorporating augmented reality (AR) technology into education has the incredible capacity to elevate the quality of learning encounters significantly. In flipped and blended classrooms, where technology complements traditional instruction, investigating the effect of AR on vocabulary learning, self...

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Vydané v:Education and information technologies Ročník 29; číslo 12; s. 16027 - 16050
Hlavní autori: Khodabandeh, Farzaneh, Mombini, Azimeh
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: New York Springer US 01.08.2024
Springer
Springer Nature B.V
Predmet:
Augmented Reality
Blended learning
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computer Simulation
Computers and Education
Control Groups
Conventional Instruction
Education
Educational aspects
Educational Quality
Educational Technology
English (Second Language)
Experimental Groups
Flipped classroom
High School Students
Information Systems Applications (incl.Internet)
Instructional Innovation
Personality
Personality Assessment
Personality traits
Psychological aspects
Questionnaires
Secondary school students
Self Efficacy
Self-efficacy (Psychology)
Student Characteristics
Student Surveys
Study and teaching
Technology application
Technology Integration
User Interfaces and Human Computer Interaction
Vocabulary
Vocabulary Development
Iran
Personality
Blended learning
Augmented reality
Self-efficacy
Flipped learning
ISSN:1360-2357, 1573-7608
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Shrnutí:Incorporating augmented reality (AR) technology into education has the incredible capacity to elevate the quality of learning encounters significantly. In flipped and blended classrooms, where technology complements traditional instruction, investigating the effect of AR on vocabulary learning, self-efficacy, and personality traits becomes crucial due to the immense potential AR holds for enhancing learning experiences.This study explores the effects of AR on EFL high school students’ vocabulary learning, personality traits, and self-efficacy in flipped and blended classes. The study involved the selection of participants according to their scores on the Oxford Young Learners Placement Test at the Elementary level. These individuals were then randomly divided into two experimental groups and one control group. Pre-tests assessed initial vocabulary abilities, while self-efficacy and personality traits questionnaires measured students’ perceptions. AR-based instruction was implemented in flipped and blended classes, with all groups receiving vocabulary instruction over 12 sessions. Participants independently used a Vocabulary Builder AR app on their cell phones for AR-based instruction. Post-tests and the same self-efficacy and personality traits questionnaires were administered after the treatment to assess changes in perceptions. The findings revealed that the experimental groups demonstrated superior performance compared to the control group in terms of vocabulary learning, self-efficacy, and personality traits. The research showcases the beneficial effects of implementing AR on students’ vocabulary learning, self-efficacy, and personality traits.The findings hold implications for the development of innovative instructional approaches, curriculum design, and the integration of technology in language education.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-024-12486-5