Effects of Context-based Augmented-Reality Vocabulary Learning Materials on Learning Achievement and Motivation

Vocabulary knowledge is essential in foreign language learning which occurs through the process of constructing and adapting knowledge through experience(Kolb, 2009). In language learning, understanding the context of language culture and obtaining cultural knowledge promote vocabulary acquisition because learners can strengthen their knowledge of words during meaning-focused activities such as context-based reading(Batterink & Neville, 2011). Augmented Reality(AR) offers an innovative approach that enriches the language learning experience by providing context information in the form of digital resources. Thus, vocabulary learning with AR resources enables learners to appreciate and understand the context of language usage (Kim, 2018). The purpose of this study is to examine the effects of context-based AR reading on high school students’ vocabulary learning and motivation. Two freshman English classes (25 high school students in each class) participate in this study. With IRB approval, a class engages in reading activity with six groups consisting of 5-6 students and reads text on “American football (lesson title: The Final Touchdown)” with AR intervention including cultural-context information while the other class read the same text with AR intervention which has only vocabulary meaning. The AR reading intervention include AR markers that present AR information for target texts. The AR information will provide narration that enhances reading information such as football positions and game rules/terms when recognized using a tablet. Learning achievement is measured using the vocabulary post-test consisting of a total of 20 items. Motivation will be measured using the Instructional Material Motivation Survey (IMMS) containing 20 items with a 5-point Likert scale developed by Keller(2010) based on his ARCS motivational design model.