Mixing Augmented and Virtual Reality for Low-Proficiency Learners in Rural Areas: A Single-Group Repeated-Measures Study of Vocabulary Growth
TL;DR
Mobile Augmented and Virtual Reality-based learning has the potential to enrich English language instruction by making vocabulary learning more dynamic, accessible, and meaningful for low-proficiency learners.
Abstract
In many schools, the conventional resources used to teach English are often inadequate for learners with low- proficiency levels. This challenge is heightened for rural students who struggle with second language acquisition due to limited exposure and support. However, incorporating Augmented Reality (AR) and Virtual Reality (VR) can help overcome these barriers by immersing learners in interactive 3D environments that support visual and experiential learning. Engaging with digital objects and simulations enables students to process information more deeply through visual and hands-on interaction. With this in mind, the present research implemented Mobile Augmented and Virtual Reality (MAVR) technology, which was developed on the Android platform, to support vocabulary development among low-proficiency ESL learners. The MAVR application was developed using the ADDIE instructional design framework to ensure pedagogical effectiveness. A single-group repeated measures longitudinal quasi-experimental design involving 12 measurement points was employed to monitor changes in vocabulary acquisition among 41 participants. Analysis using one-way repeated measures ANOVA revealed a significant improvement in vocabulary scores over time. The findings suggest that MAVR-based learning has the potential to enrich English language instruction by making vocabulary learning more dynamic, accessible, and meaningful for low-proficiency learners.