THE IMPACT OF AUGMENTED REALITY ON LEARNERS’ MOTIVATION IN A READING CLASSROOM AND RELATED PROBLEMS

Abstract

Augmented reality, one of the latest technologies implemented in education, has gained its reputation as a classroom motivational trigger, particularly in language classrooms. Though the advantages of augmented reality in educational settings are undeniable, it still has several downsides. The purpose of this research is to examine learners’ evaluation upon the impact of augmented reality on their learning motivation in a reading classroom, and difficulties they have to face when experiencing AR in their class. Two research questions were formulated, regarding the students’ learning motivation prior to and after the use of augmented reality and related problems in their reading classroom. Data from pre-usage and post-usage questionnaires developed based on the Instructional Materials Motivation Survey show that the students’ learning motivation was significantly increased after the intervention of augmented reality in their classroom. Also, results from the end-line questionnaire and semi–structured interviews revealed typical problems arising during the use of augmented reality, with technical problems appearing to be of the biggest concern. It is hoped that these results would benefit teachers in the inclusion of augmented reality in their language classes and facilitate students’ learning process.