Integrating Augmented Reality and Emotionally Engaged Learning (EEL) to Transform English Vocabulary Instruction in Primary Schools
DOI:
https://doi.org/10.21009/ijlecr.v12i1.63751Kata Kunci:
Augmented Reality, Emotionally Engaged Learning, Vocabulary Mastery, Emotional Engagement, Primary EducationAbstrak
This study aimed to examine the effects of integrating Augmented Reality (AR) with the Emotionally Engaged Learning (EEL) framework on students’ vocabulary mastery and emotional engagement. A mixed-methods sequential exploratory design was employed, involving 28 fourth-grade students and two English teachers. The intervention consisted of six sessions using the AR Vocabulary Explorer application, structured according to the four stages of EEL: emotional hook, experience, reflection, and integration. Data were collected through pretest–posttest vocabulary assessments, emotional engagement questionnaires, classroom observations, and semi-structured interviews. Quantitative results indicated significant improvements in vocabulary scores (pretest mean = 58.4, posttest mean = 86.9, p < 0.01, Cohen’s d = 0.72) and emotional engagement (pretest mean = 3.11, posttest mean = 4.49, p < 0.05, Cohen’s d = 0.65). Qualitative findings revealed increased motivation, curiosity, active participation, and collaborative interaction among students. The study concludes that the integration of AR and EEL effectively enhances both cognitive and affective learning outcomes, transforming vocabulary learning from mechanical memorization into meaningful, interactive, and emotionally engaging experiences. These findings offer practical and theoretical implications for developing holistic, technology-supported instructional models and provide directions for future research on long-term retention and broader classroom application.Referensi
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