Understanding Student Outcomes in English Vocabulary Learning: A Study of Interactive Augmented Reality and Animation Interventions

At present, more educational technologies, such as Augmented Reality (AR), are integrated into education and changing the educational landscape. The benefits of technologies include personalized learning experiences, better engagement, and higher interactivity. However, how such technologies can maximize learning efficiency is still a challenging question. In this paper, the author further investigated the students learning behavior and outcomes in English vocabulary studies under the intervention of digital tools. The study aims to provide initial insights into the relationship between four independent variables and the post-test performance. More specifically, the author utilized ordinal logistic regression for the interactive AR group and logistic regression for the group that used animation to analyze which variable shows significant impacts on learning performance in both groups. From the results, the author interprets that the duration that students spent on learning is a statistically significant predictor in both groups and highlights an uncommon finding about the accuracy of tasks in the animation group. Further research is suggested to understand the specific reasons behind this unusual result.