An Exploration of Perceptions and Experiences of Language Adventure Game Using Augmented Reality
DOI:
https://doi.org/10.37134/Keywords:
augmented reality, language learning, adventure game, educational technology, instructional designAbstract
The integration of augmented reality (AR) in education has demonstrated significant potential to transform traditional learning into interactive and immersive experiences, particularly in language learning. This study explores the perceptions and experiences of undergraduate student facilitators in designing and implementing an AR-enhanced adventure game to improve English proficiency. The research involved 23 participants utilizing the EyeJack application to develop situational learning activities that incorporated cognitive and language skills. A convergent mixed-methods approach was employed, combining surveys, structured interviews, and artifact-based observations to evaluate communication, the quality of instructional materials, the use of AR tools, and logistical considerations. The results reveal that AR significantly enhanced engagement, motivation, and practical language application among participants. However, challenges such as technical constraints, the need for facilitator training, and adaptation to diverse learning contexts were highlighted. Participants emphasized AR’s potential to foster meaningful and enjoyable educational experiences while advocating for improvements in logistical support and training. The findings provide valuable insights for educators and policymakers into how AR can be effectively integrated into language learning to enhance collaboration, critical thinking, and task-based learning. Furthermore, this study contributes to the broader academic field by advancing knowledge on the pedagogical applications of AR, offering a framework for scaling its implementation across diverse educational settings. This study concludes that AR-enhanced activities, when strategically designed and executed, can revolutionize language education by bridging traditional and technology-enhanced methodologies. By addressing current challenges, AR tools can serve as transformative resources, promoting inclusive and innovative learning practices that align with the evolving demands of education in the digital age.
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Copyright (c) 2025 Wan Irma Sabrina Idris, Nadya Supian, Nur Farhana Abd Wahid, Wan Norfadillah Wan Nawi, Maxwell Yik Seng Sim, Josephine Freni Affrin, Vahid Nimehchisalem
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