Augmented Reality Assisted Second Language Speech Learning

With the increasing applications of augmented reality in education,research is in urgent need to verify the effectiveness of these applications.The present study investigated the validity of AR-assisted second language vocabulary learning.Thirty participants participated in the study and learned a set of 30 Spanish words in AR-assisted learning condition and another set of 30 Spanish words in picture-sound paired-associate learning.Participants completed pre-test cognitive tests and underwent a 45-min training session on each of five consecutive days.Their knowledge of the acquired vocabulary was tested on the last training session(Immediate test),five days after training(Delayed posttest 1)and three months after training(Delayed posttest 2).The results showed that compared with picture-sound paired-associate learning,which is typical in second language learning in classroom settings,AR-assisted learning did not show any advantage in terms of recognition accuracy in immediate test and delayed posttests.However,analyses of learning efficiency showed that AR-assisted learning was better in the retention of the learned knowledge.The two learning methods were comparable in terms of the generalizations of learned word sounds and pictures.The present study promotes a deep understanding of language learning in modern society and helps a better design of teaching and learning tools in second language education.