Introduction to Augmented Reality within the Classroom
Keeping highschool kids engaged within the classroom could be a difficult task for teachers. However, a University of Denver professor, Ebrahim Bamanger, believes he has found the answer: augmented reality, or AR. In a recent study, Bamanger discovered that using an AR-based curriculum can significantly increase student motivation to learn, specifically in relation to learning English as a second language.
What is Augmented Reality?
Augmented reality is a type of technology that mixes computer-generated images with the true world in real time. This allows AR users to view the digital and physical worlds together. A preferred example of AR is the Pokémon Go mobile game, which enables users to see animated characters on this planet around them through their smartphone cameras. Other corporations, corresponding to Meta, produce AR glasses that allow users to play holographic games and watch videos amidst a real-life background. Even Amazon uses AR to indicate customers how products will look of their homes, making it easier for them to make purchasing decisions.
The Study: AR in English Language Learning
Bamanger’s study focused on first-year highschool students in Yemen, all of whom were native Arabic speakers with some prior exposure to the English language. However, these students had limited opportunities to speak in English outside of faculty. The existing English language education in Yemen was also outdated, counting on textbooks and cassette tapes with British accents, despite many Yemeni expats moving to the United States. To address this issue, Bamanger divided the scholars into two groups: a control group that used traditional English-language textbooks and an experimental group that used an AR-based curriculum.
The AR-Based Curriculum
The AR curriculum was designed to be student-led, with textbooks containing text and pictures that triggered AR activities when students pointed their cell phone cameras on the book. Using their cameras, students could scan any page of the textbook and receive a related AR activity, corresponding to YouTube videos of native English speakers and interactive vocabulary games. This approach allowed students to find things themselves, making the training process more engaging and effective.
Results: Increased Motivation and Confidence
The results of the study were promising. The experimental group exhibited higher levels of motivation, confidence, attention, and satisfaction in comparison with the control group. The AR-based curriculum fostered a way of autonomy amongst the scholars, allowing them to take charge of their learning. This approach also showed potential to be used in distant learning situations, where teachers can adjust their materials and explain lessons that students can access at any time.
The Potential of AR in Education
Bamanger’s work demonstrates that AR technology could be a beneficial educational tool, particularly in under-resourced schools where English will not be widely spoken or taught. AR-based instruction can provide opportunities for college students to attach with globalized, technology-enhanced educational experiences, bridging the gap between limited resources and real-world language use. As Bamanger sees it, AR will not be only a cool technology, but a tool with the potential to shut learning gaps internationally.
Conclusion
In conclusion, the usage of augmented reality within the classroom has shown significant promise in increasing student motivation and engagement, particularly in English language learning. By providing a student-led, interactive, and immersive learning experience, AR-based curricula can foster a way of autonomy and confidence amongst students. As educators and policymakers search for modern solutions to enhance education, AR technology is certainly value considering. With its potential to bridge learning gaps and supply access to globalized educational experiences, AR can play an important role in shaping the longer term of education.
