Students with lack of vocabulary knowledge are facing difficulties in their proficiency in English. Augmented Reality technology could offer students more effective means for knowledge acquisition with increased motivation. This project focused on the effects of an Augmented Reality English Vocabulary Acquisition (ARenVA) on secondary school student’s vocabulary acquisition, and their perceived motivation. The project aimed to develop the evaluation of the (ARenVA) for English as a Second Language (ESL) specifically among primary school students. In this project we examined the effects of three treatment modes, and on English vocabulary acquisition and AR Book on perceived motivation among students. In this project we examined the effects of three treatment modes ARvt, ARst and ARvt,st′ and on English vocabulary acquisition and AR Book on perceived motivation among students.
(ARvt): Students acquire the English vocabulary concept using an Augmented Reality multimedia with Virtual Text and AR2D.
(ARst): Students acquire the English vocabulary concept using the Augmented Reality multimedia with Spoken Text and adding AR 2D.
(ARvt,st): Students acquire the English vocabulary concept using an Augmented Reality multimedia that consists of AR 2D, Spoken and Visual Text.
(ARbook): we used Non AR, 2D AR, 2D AR with text, 3D AR and video in chapters of this ARbook.
This project further examined the effects of these three methods on the performance of students with different learning style. The project indicates that participants perceived with Augmented Reality as encouraging studying English vocabulary. Results derived from the quantitative study are consistent with the findings from the qualitative study. Employing new techniques and strategies that are based on new technology and then implementing them in the curriculum, this study can find a new and productive way to cope with the difficulty of encountered when learning as a second language in schools.