Assessing the effect of Augmented Reality on English language learning and student motivation in secondary education

The integration of Augmented Reality (AR) in language learning has garnered attention in the field of education, yet its effectiveness in enhancing grammar proficiency among secondary school students remains relatively unexplored, especially given that previous research has predominantly focused on...

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Detalles Bibliográficos
Autores: Marrahi-Gomez, Victor, Belda-Medina, Jose
Tipo de recurso: artículo
Fecha de publicación:2024
País:España
Institución:Universidad Francisco de Vitoria
Repositorio:DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria
Idioma:inglés
OAI Identifier:oai:ddfv.ufv.es:10641/7630
Acceso en línea:https://hdl.handle.net/10641/7630
Access Level:acceso abierto
Palabra clave:Augmented Reality
grammar
language learning
motivation
secondary education
Education
Yes
yes
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repository_id_str
spelling Assessing the effect of Augmented Reality on English language learning and student motivation in secondary educationMarrahi-Gomez, VictorBelda-Medina, JoseAugmented Realitygrammarlanguage learningmotivationsecondary educationEducationYesyesThe integration of Augmented Reality (AR) in language learning has garnered attention in the field of education, yet its effectiveness in enhancing grammar proficiency among secondary school students remains relatively unexplored, especially given that previous research has predominantly focused on vocabulary acquisition at the primary and college levels. This study, based on a mixed-methods approach and convenience sampling, is aimed at assessing students’ attitudes toward the integration of technology (H1) in language learning and examining the impact of using AR on grammar learning (H2) and motivation (H3) among secondary education students. Employing a mixed-method approach and convenience sampling, the research involved 130 students aged 14 to 15 from two secondary schools, divided into an experimental group (n = 64) and a control group (n = 66). Both groups received instruction on English comparative and superlative forms and completed a variety of exercises. The control group followed a traditional approach using a printed handbook, while the experimental group engaged with an AR-based lesson containing equivalent grammar activities and vocabulary in a multimedia format. Pre and post-tests were administered to evaluate grammar proficiency, accompanied by pre and post-surveys. Semi-structured discussion was used for the qualitative data. The findings revealed a strong interest in integrating AR technology into grammar learning, underscored by a positive attitude toward its implementation in secondary education. However, no statistically significant differences were detected in grammar learning performance between the two student groups. These findings emphasize the importance of providing proper teacher training in secondary education to effectively utilize AR technology and highlight the need for further research to explore its effectiveness and long-term impact.Facultad de Educación y Psicología20242024-01-0120242024-01-01journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10641/7630reponame:DDFV. Repositorio Institucional de la Universidad Francisco de Vitoriainstname:Universidad Francisco de VitoriaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:ddfv.ufv.es:10641/76302026-06-11T12:44:57Z
dc.title.none.fl_str_mv Assessing the effect of Augmented Reality on English language learning and student motivation in secondary education
title Assessing the effect of Augmented Reality on English language learning and student motivation in secondary education
spellingShingle Assessing the effect of Augmented Reality on English language learning and student motivation in secondary education
Marrahi-Gomez, Victor
Augmented Reality
grammar
language learning
motivation
secondary education
Education
Yes
yes
title_short Assessing the effect of Augmented Reality on English language learning and student motivation in secondary education
title_full Assessing the effect of Augmented Reality on English language learning and student motivation in secondary education
title_fullStr Assessing the effect of Augmented Reality on English language learning and student motivation in secondary education
title_full_unstemmed Assessing the effect of Augmented Reality on English language learning and student motivation in secondary education
title_sort Assessing the effect of Augmented Reality on English language learning and student motivation in secondary education
dc.creator.none.fl_str_mv Marrahi-Gomez, Victor
Belda-Medina, Jose
author Marrahi-Gomez, Victor
author_facet Marrahi-Gomez, Victor
Belda-Medina, Jose
author_role author
author2 Belda-Medina, Jose
author2_role author
dc.contributor.none.fl_str_mv Facultad de Educación y Psicología
dc.subject.none.fl_str_mv Augmented Reality
grammar
language learning
motivation
secondary education
Education
Yes
yes
topic Augmented Reality
grammar
language learning
motivation
secondary education
Education
Yes
yes
description The integration of Augmented Reality (AR) in language learning has garnered attention in the field of education, yet its effectiveness in enhancing grammar proficiency among secondary school students remains relatively unexplored, especially given that previous research has predominantly focused on vocabulary acquisition at the primary and college levels. This study, based on a mixed-methods approach and convenience sampling, is aimed at assessing students’ attitudes toward the integration of technology (H1) in language learning and examining the impact of using AR on grammar learning (H2) and motivation (H3) among secondary education students. Employing a mixed-method approach and convenience sampling, the research involved 130 students aged 14 to 15 from two secondary schools, divided into an experimental group (n = 64) and a control group (n = 66). Both groups received instruction on English comparative and superlative forms and completed a variety of exercises. The control group followed a traditional approach using a printed handbook, while the experimental group engaged with an AR-based lesson containing equivalent grammar activities and vocabulary in a multimedia format. Pre and post-tests were administered to evaluate grammar proficiency, accompanied by pre and post-surveys. Semi-structured discussion was used for the qualitative data. The findings revealed a strong interest in integrating AR technology into grammar learning, underscored by a positive attitude toward its implementation in secondary education. However, no statistically significant differences were detected in grammar learning performance between the two student groups. These findings emphasize the importance of providing proper teacher training in secondary education to effectively utilize AR technology and highlight the need for further research to explore its effectiveness and long-term impact.
publishDate 2024
dc.date.none.fl_str_mv 2024
2024-01-01
2024
2024-01-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10641/7630
url https://hdl.handle.net/10641/7630
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2

http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2

http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria
instname:Universidad Francisco de Vitoria
instname_str Universidad Francisco de Vitoria
reponame_str DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria
collection DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria
repository.name.fl_str_mv
repository.mail.fl_str_mv
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