The Use of Augmented Reality Direct Vocabulary Instruction Based on Cognitive Theory of Multimedia Learning to Enhance Vocabulary Knowledge of Thai University Students
Keywords:
Augmented Reality, Direct Vocabulary Instruction, Cognitive Theory of Multimedia Learning, Vocabulary knowledgeAbstract
The potential of augmented reality to merge the real and computer-generated world together can revolutionize the vocabulary field. This study aimed to 1) investigate the effectiveness of the use of augmented reality direct vocabulary instruction based on cognitive theory of multimedia learning to enhance vocabulary knowledge of Thai university students and 2) explore the perceptions of Thai university students towards the instruction. This study employed a one group pre-posttest research design. Twenty Thai university students from the second to fourth year at a public university in Bangkok participated in this study for 10 weeks. The instruments were lesson plans with AR flashcards, pre-posttest, questionnaire and interview. The data was analyzed using paired-sample t-test, mean, SD and thematic analysis. The results showed that 1) there was a significant improvement of students’ vocabulary knowledge at p 0.001. and 2) students had positive perceptions towards the instruction as they found it interesting and useful, agreeing to apply it outside classrooms. The augmented reality direct vocabulary instruction based on cognitive theory of multimedia learning enhances vocabulary knowledge systematically with an overlay of sound, pictures and real situations. It can also become part of students’ future self-learning.References
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