Developing Augmented Reality flashcards to enhance vocabulary learning among young leaners
DOI:
https://doi.org/10.37058/tlemc.v10i1.464Abstract
Vocabulary learning plays a crucial role in young learners’ English language development. However, traditional memorization techniques often fail to promote meaningful engagement and long-term retention. This study aimed to develop and evaluate Augmented Reality (AR) flashcards integrated with annotation features, an innovation designed to support personalized and multisensory vocabulary learning among young learners. The study employed the Research and Development (R&D) model consisting of the phases of design, development, review, revision, and implementation. To evaluate the developed product, quantitative and qualitative data were collected from 50 eight-year-old students in urban and rural elementary schools in Bali, Indonesia through vocabulary tests, classroom observations, interviews, and surveys. Quantitative findings revealed a significant improvement in learners’ vocabulary achievement, with mean scores increasing from 56.22 to 76.62 (p < .001). Qualitative findings indicated that the integration of annotation with AR enhanced learners’ engagement, encouraged active participation and personalized learning, and supported deeper vocabulary comprehension through multisensory interaction. Teachers also reported positive perceptions regarding the usability and pedagogical value of the AR flashcards, although limited device availability and teacher readiness remained practical challenges. These findings suggest that AR flashcards with annotation features provide an effective and engaging instructional tool for enhancing vocabulary learning among young learners.
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