The impact of augmented reality on vocabulary acquisition in Iran

Published on Sep 9, 2017in Advanced Science Letters
· DOI :10.1166/ASL.2017.10031
Somaiyeh Vedadi3
Estimated H-index: 3
(UTM: Universiti Teknologi Malaysia),
Zaleha Abdullah8
Estimated H-index: 8
+ 2 AuthorsBaharuddin Aris9
Estimated H-index: 9
This paper explores gender differences among the students that used augmented reality (AR) in Iranian secondary schools. Vocabulary learning is considered as basic in foreign language acquisition, and it has a great importance in Iranian language education. Participants of the study were both female and male students due to the fact Iranian schools are considered gender-based. The Iranian education system is not based on co-education, and for this reason male and female students attend different schools. The current study is based on experimental design, and data was collected using pre-test and post-test. The findings show that there are no differences in learning English vocabulary due to gender among the Iranian students who use the AR-based approach.
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