Enhancing academic English vocabulary learning through augmented reality and multimodal input

This quasi-experimental study examined the influence of augmented reality (AR)-based multimodal input on the learning and retention of vocabulary, as well as its correlation with academic writing, among 73 Saudi undergraduate EFL students. The experimental group received AR-enhanced vocabulary instruction through Nearpod's 360° Virtual Field Trips, and a control group received conventional vocabulary instruction. The AR design featured each target word in immersive environments through incorporated text, audio, and contextual imagery, all of which were rooted in multimedia learning, dual coding, and situated learning theories. The AR group outperformed the control group on the post-test (M = 22.83 vs. 18.39 out of 30; p < 0.001, d = 1.17) and retained significantly more vocabulary after 1 month (90% vs. 82% retention; p < 0.001, d = 1.21). Implications include utilizing AR to support immersive, context-rich vocabulary practice and applying strategy-based guidance to elicit transfer to productive skills.