Title: Motivating EFL learners through augmented reality: breaking traditions by empowering learners

Authors: Ebrahim Bamanger; Curtis J. Bonk

Addresses: Centre for World Languages & Cultures, College of Arts, Humanities & Social Sciences, University of Denver, Denver, Colorado, USA ' Instructional Systems Technology Department, School of Education, Indiana University Bloomington, Bloomington, Indiana, USA

Abstract: This study investigated the effect of an augmented reality (AR)-based teaching program on first-year high school students' motivation toward English learning. The researchers utilised the ADDIE model to enhance an outdated curriculum into an AR-based multimedia curriculum. A quasi-experimental design with pre-test and post-test control and experimental groups was used. The sample consisted of eighty students from two first-year high school classes in an English as a foreign language context. The experimental group studied with the AR-based program for one semester, whereas the control group received the usual classroom teaching. The researchers adopted Keller's (2010) motivation scale after translating it to Arabic. Social constructivism theory, multimodality learning and discovery learning were the theoretical frameworks adopted for interpreting the findings. Statistically significant differences were found in favour of the experimental group. Recommendations include qualitative research on learners' views of motivating AR features and developing AR programs with innovative multimedia activities.

Keywords: augmented reality; motivation; curriculum; EFL; mobile learning; Arabic context; COVID-19; flipped learning.

DOI: 10.1504/IJSMARTTL.2025.150938

International Journal of Smart Technology and Learning, 2025 Vol.4 No.4, pp.343 - 365

Received: 19 Sep 2024
Accepted: 18 Dec 2024
Published online: 05 Jan 2026 *

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