Exploring Iranian and Turkish faculty members’ views toward using Augmented Reality English Trainer (ARET) application for educational purposes: A Comparative Study in different university faculties

  • Shiva Khatoony Foreign Languages Faculty Islamic Azad University Central Tehran branch, Tehran, IRAN
  • Hakan Altınpulluk Open Education of Anadolu University, Eskişehir, TURKEY
Keywords: Augmented Reality (AR), Faculty Members’ Views, Augmented Reality English Trainer (ARET), Comparative Study, Turkey, Iran

Abstract

The advancement of technologies especially Augmented Reality (AR) in the field of education has brought special conditions where teachers and learners have controversial perspectives in using new technologies for educational purposes. Therefore, this study tried to investigate the faculty members’ ideas about Augmented Reality English Trainer (ARET) as a researcher-made application in the contexts of Iran and Turkey to ensure how educational beneficiaries can implement this application in face-to-face or distance education, and how their views are different. Subsequently, the basic phenomenological-qualitative design was chosen by the researchers of the study to investigate the views of faculty members in these countries. To do so, an online elite interview (based on Instant Messaging Applications and Google Forms) was designed with seven questions to reflect the faculty members’ views during using ARET as an educational application by focusing on English vocabulary learning. Therefore, the mentioned questions were sent to the faculty members in Anadolu University (Eskişehir, Turkey), Uludağ University (Bursa, Turkey), Islamic Azad University Central, and West Tehran branch (Tehran, Iran) through convenient sampling and snowball sampling. The results of transcription and theme analysis of interviews in the NVIVO software revealed that both Turkish and Iranian have positive views toward using ARET in face-to-face or distance education and found it as an edutainment application. Despite the disadvantages like distraction, lack of access to mobile phones, short time lessons, and inequality in education which were mentioned by the participants of the study; Iranian and Turkish faculty members mentioned that ARET can increase the intrinsic and extrinsic motivation of learners. Although ARET has some technical issues like insecure installation, it can be implemented as an educational AR-based application in educational systems. Various educational beneficiaries like material developers, game and application designers, teachers, and learners can benefit from the results of this study.

Downloads

Download data is not yet available.

References

Alalwan, N., Cheng, L., Al-Samarraie, H., Yousef, R., Alzahrani, A. I., & Sarsam, S. M. (2020). Challenges and prospects of virtual reality and augmented reality utilization among primary school teachers: A developing country perspective. Studies in Educational Evaluation, 66 (1) , 1-12.

Alemi, M., & Khatoony, S. (2020). Virtual reality assisted pronunciation training (VRAPT) for young EFL learners. Teaching English with Technology, 20(4), 59-81.

Alkhattabi, M. (2017). Augmented Reality as E-learning Tool in Primary Schools' Education: Barriers to Teachers' Adoption. International Journal of Emerging Technologies in Learning, 12(2), 91-100.

Altinpulluk, H. (2019). Determining the trends of using augmented reality in education between 2006-2016. Education and Information Technologies, 24(2), 1089-1114.

Altinpulluk, H., Kesim, M., & Kurubacak, G. (2020). The usability of augmented reality in open and distance learning systems: A qualitative delphi study. Open Praxis, 12(2), 283-307.

Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning.

Bujak, K. R., Radu, I., Catrambone, R., MacIntyre, B., Zheng, R., & Golubski, G. (2013). A psychological perspective on augmented reality in the mathematics classroom. Computers & Education, 68, 536-544.

Butler-Adam, J. (2018). The fourth industrial revolution and education. South African Journal of Science, 114(5-6), 1-1.

Chen, M. P., Wang, L. C., Zou, D., Lin, S. Y., Xie, H., & Tsai, C. C. (2020). Effects of captions and English proficiency on learning effectiveness, motivation and attitude in augmented-reality-enhanced theme-based contextualized EFL learning. Computer Assisted Language Learning, 1-31.

Collins, A., & Halverson, R. (2018). Rethinking education in the age of technology: The digital revolution and schooling in America. Teachers College Press.

Cunha, M. N., Chuchu, T., & Maziriri, E. (2020). Threats, challenges, and opportunities for open universities and massive online open courses in the digital revolution. International Journal of Emerging Technologies in Learning (iJET), 15(12), 191-204.

Da Silva, M. M., Teixeira, J. M. X., Cavalcante, P. S., & Teichrieb, V. (2019). Perspectives on how to evaluate augmented reality technology tools for education: a systematic review. Journal of the Brazilian Computer Society, 25(1), 1-18.

Dunleavy, M., & Dede, C. (2014). Augmented reality teaching and learning. Handbook of research on educational communications and technology, 735-745.

Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of science Education and Technology, 18(1), 7-22.

Ebert, C., & Duarte, C. H. C. (2018). Digital Transformation. IEEE Softw., 35(4), 16-21.

Fan, M., Antle, A. N., & Warren, J. L. (2020). Augmented reality for early language learning: A systematic review of augmented reality application design, instructional strategies, and evaluation outcomes. Journal of Educational Computing Research, 58(6), 1059-1100.

Gargrish, S., Mantri, A., & Kaur, D. P. (2020). Augmented reality-based learning environment to enhance teaching-learning experience in geometry education. Procedia Computer Science, 172, 1039-1046.

Khatoony, S., & Nezhadmehr, M. (2020). EFL teachers' challenges in integration of technology for online classrooms during Coronavirus (COVID-19) pandemic in Iran. AJELP: Asian Journal of English Language and Pedagogy, 8(2), 89-104.

Khoshnevisan, B., & Lee, N. (2018, April). Augmented reality in language education: a systematic literature review. In Proceedings of the global conference on education and research (GLOCER) conference (Vol. 2, pp. 57-71).

Kljun, M., Geroimenko, V., & Pucihar, K. Č. (2020). Augmented reality in education: Current status and advancement of the field. In Augmented reality in education (pp. 3-21). Springer, Cham.

Koutromanos, G., & Mavromatidou, E. (2021). Augmented Reality Books: What Student Teachers Believe About Their Use in Teaching. Research on E-Learning and ICT in Education: Technological, Pedagogical and Instructional Perspectives, 75-91.

Köse, H., & Güner-Yildiz, N. (2021). Augmented reality (AR) as a learning material in special needs education. Education and Information Technologies, 26(2), 1921-1936.

Kurubacak, G., & Altinpulluk, H. (Eds.). (2017). Mobile technologies and augmented reality in open education. IGI Global.

Lasica, I. E., Meletiou-Mavrotheris, M., & Katzis, K. (2020). Augmented reality in lower secondary education: A teacher professional development program in Cyprus and Greece. Education Sciences, 10(4), 121-140.

Mahadzir, N. N., & Phung, L. F. (2013). The use of augmented reality pop-up book to increase motivation in English language learning for national primary school. Journal of Research & Method in Education, 1(1), 26-38.

Molnár, G., Szűts, Z., & Biró, K. (2018). Use of augmented reality in learning. Acta Polytechnica Hungarica, 15(5), 209-222.

Picciano, A. G., Seaman, J., & Allen, I. E. (2010). Educational transformation through online learning: To be or not to be. Journal of Asynchronous Learning Networks, 14(4), 17-35.

Sahin, D., & Yilmaz, R. M. (2020). The effect of Augmented Reality Technology on middle school students' achievements and attitudes towards science education. Computers & Education, 144, 103710.

Saundarajan, K., Osman, S., Kumar, J., Daud, M., Abu, M., & Pairan, M. (2020). Learning algebra using augmented reality: A preliminary investigation on the application of photomath for lower secondary education. International Journal of Emerging Technologies in Learning (iJET), 15(16), 123-133.

Silverman, B. G. (1995). Computer supported collaborative learning (CSCL). Computers & Education, 25(3), 81-91.

Solak, E., & Cakir, R. (2015). Exploring the effect of materials designed with augmented reality on language learners' vocabulary learning. Journal of Educators Online, 12(2), 50-72.

Tomlinson, S. B., Hendricks, B. K., & Cohen-Gadol, A. A. (2020). Innovations in neurosurgical education during the COVID-19 pandemic: is it time to reexamine our neurosurgical training models?. Journal of neurosurgery, 133(1), 14-15.

Videnovik, M., Trajkovik, V., Kiønig, L. V., & Vold, T. (2020). Increasing quality of learning experience using augmented reality educational games. Multimedia Tools and Applications, 79(33), 23861-23885.

Published
2021-12-31
How to Cite
Khatoony, S., & Altınpulluk, H. (2021). Exploring Iranian and Turkish faculty members’ views toward using Augmented Reality English Trainer (ARET) application for educational purposes: A Comparative Study in different university faculties. AJELP: Asian Journal of English Language and Pedagogy, 9(2), 128-152. https://doi.org/10.37134/ajelp.vol9.2.10.2021