An Examination of Vocabulary Learning and Retention Levels of Pre-School Children Using Augmented Reality Technology in English Language Learning

Autor/inn/en	Yilmaz, Rabia Meryem; Topu, Fatma Burcu; Takkaç Tulgar, Aysegül
Titel	An Examination of Vocabulary Learning and Retention Levels of Pre-School Children Using Augmented Reality Technology in English Language Learning
Quelle	In: Education and Information Technologies, 27 (2022) 5, S.6989-7017 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yilmaz, Rabia Meryem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-10916-w
Schlagwörter	Vocabulary Development; Retention (Psychology); Preschool Children; English (Second Language); Second Language Learning; Second Language Instruction; Language Tests; Pretests Posttests; Artificial Intelligence; Information Technology; Case Studies; Concept Formation; Instructional Effectiveness; Learning Processes; Teaching Methods; Childrens Attitudes + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Merkfähigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Künstliche Intelligenz; Informationstechnologie; Case study; Fallstudie; Case Study; Concept learning; Begriffsbildung; Unterrichtserfolg; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this study is to discover pre-school children's vocabulary learning, retention levels, and perspectives of English language learning using augmented reality (AR) technology. To achieve this goal, a one-group pre-test, and post-test design was used to assess the effect of using AR-supported educational toys on pre-school children's learning of English words/concepts and retention levels. The case study method was used to investigate the children's perspectives of their AR learning experiences. The sample of this study consisted of 39 pre-school children aged between 5-6. Firstly, the word/concept test was conducted as a pre-test. After 4 weeks of implementation, the test was applied as a post-test. Two weeks after the implementations were completed, the same test was conducted again, and the retention level of the children was determined. Then, face-to-face interviews were done with six children within the week after the final tests. Results showed that there was a 72-point increase in their word/concept learning after the implementation. The children dropped 17 points in the retention test after a two-week break following the post-test. It was found that the children correctly answered 93% of the words saying the English versions of the visual and 55% of the words saying the English equivalents of the words. In addition, the children remembered 77% of the English version of the words shown in the visual and 50% of the English equivalents of the words. Qualitative results indicated that children liked AR materials in general and that it had a positive effect on their learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01