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An examination of vocabulary learning and retention levels of pre-school children using augmented reality technology in English language learning

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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.

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Acknowledgements

A part of this study was presented as an oral presentation at the ICCI EPOK 2021 Conference.

Funding

This study was conducted as part of project number 218K291 entitled “Teaching English with Educational Toys Developed with Augmented Reality in Pre-School Education” supported by the Scientific and Technological Research Council of Turkey (TUBITAK).

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Authors and Affiliations

  1. Department of Software Engineering, Engineering Faculty, Ataturk University, 25240, Erzurum, Turkey

    Rabia Meryem Yilmaz

  2. Department of Computer Education & Instructional Technology, K.K. Education Faculty, Ataturk University, 25240, Erzurum, Turkey

    Fatma Burcu Topu

  3. Department of English Language Teaching, K.K. Education Faculty, Ataturk University, 25240, Erzurum, Turkey

    Ayşegül Takkaç Tulgar

Authors
  1. Rabia Meryem Yilmaz
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  2. Fatma Burcu Topu
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  3. Ayşegül Takkaç Tulgar
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Correspondence to Rabia Meryem Yilmaz.

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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

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Informed consent was obtained from all individual participants included in the study.

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Yilmaz, R.M., Topu, F.B. & Takkaç Tulgar, A. An examination of vocabulary learning and retention levels of pre-school children using augmented reality technology in English language learning. Educ Inf Technol 27, 6989–7017 (2022). https://doi.org/10.1007/s10639-022-10916-w

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  • DOI: https://doi.org/10.1007/s10639-022-10916-w

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