A quasi-experimental study on the effectiveness of augmented reality technology on english vocabulary learning among early childhood pupils with learning disabilities

This study addresses a gap in research by aiming to investigate the efficacy of augmented reality technology on vocabulary development for early EFL childhood pupils diagnosed with learning disabilities—a demographic known for significant learning challenges. A quasi-experimental design involving 30 pupils split into experimental and control groups was employed. The experimental group was taught using AR technology, while the control group received conventional instruction. Over a three-month period, both groups were assessed using a pre and post-test designed to measure vocabulary skills: recognition, recall, guessing, and production. Results revealed that the experimental group, exposed to augmented reality, outperformed the control group in all four vocabulary learning skills. This enhancement can be attributed to augmented reality's ability to engage the pupils' visual, aural, and kinesthetic senses, making learning more immersive and interactive.