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

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.