The Use of Augmented Reality Enhanced Flashcards for Arabic Vocabulary Acquisition: USIM experience
Dr. Nurkhamimi Zainuddin
Universiti Sains Islam Malaysia (USIM)
Bandar Baru Nilai
71800, Nilai, Negeri Sembilan, Malaysia
khamimi@usim.edu.my
Prof. Dr. Rozhan M. Idrus
Universiti Sains Islam Malaysia (USIM)
Bandar Baru Nilai
71800, Nilai, Negeri Sembilan, Malaysia
rozhan@usim.edu.my
Assoc. Prof. Dr. Muhammad Sabri Sahrir
International Islamic University Malaysia (IIUM)
53100 Gombak, Kuala Lumpur
muhdsabri@iium.edu.my
This study describes the development process of an augmented reality (AR) enhanced flashcards for non-native students of Universiti Sains Islam Malaysia (USIM) students to enhance their knowledge and memorization of basic Arabic Vocabulary. An application namely Aurasma was used in the development process. This study was conducted with 24 elementary-level students in USIM by observing their response and their understanding in using the AR enhanced flashcards for Arabic vocabulary acquisition. Findings indicated that AR enhanced flashcards help in scaffolding the knowledge of students regarding the Arabic vocabulary acquisition. Furthermore, from the data collected through the questionnaires, the researchers found that the process of learning are being much easier with the help of the AR enhanced flashcards. The augmented reality considered as one of the platform that can be used to help the students in memorizing certain information and maintained their knowledge of Arabic vocabulary. In addition, students created novel sentences using the target vocabulary words more than half of the time.
Keywords: Augmented Reality, Arabic vocabulary, scaffolding, systematic approaches, non-native students.
1. Introduction
In current years, the research which is related to technology-enhanced learning (TEL) has increasingly focused on emergent technologies such as augmented reality, ubiquitous learning (u-learning), mobile learning (m-learning), serious games and learning analytics in order to improve the users’ satisfaction and experiences in an enriched multimodal learning environment (Johnson et al., 2014). The advantage of technological innovations in hardware and software for mobile devices has been taken into account by many researchers by increasing their popularity among people as well as exposing the significant development of user modeling and personalization processes which place the student at the center of the learning process. In particular, augmented reality (AR) research has achieve a matured stage that it can be found in both mobile and non-mobile devices. AR research is also demonstrating its extreme potential for increasing students’ motivation in the learning process (Bujak et al., 2013; Chang et al., 2014).
Universiti Sains Islam Malaysia (USIM) for instance, has been practising its role in nurturing innovative pedagogies in Arabic language teaching and learning for its students (Nurkhamimi, 2015). In order to achieve those objectives, USIM exploited a number of modern teaching and learning platforms and tools such as e-books and web 2.0 like Open Learning, I-Tunes U and Moodle. The university believes that these innovative technologies can equip teachers and students with new learning experiences in Arabic language T&L. The primary goal of learning outcome in this university is to produce continuous improvement of students’ proficiency for most of acquired skills and to be the global benchmark of the integration of Naqli (revealed) and Aqli (rational) knowledge. It is also necessary to keep up with the latest technological development, live with it and immerse it in teaching and learning.
Initially, the teaching of Arabic language can no longer rely solely on traditional methods and ways of learning, such as note taking and lecturing or chalk and talk, which are still preferred by the most of Arabic lecturers (Mohd Feham & Isarji, 2000). It is found that the lack of use of instructional technologies in teaching and learning Arabic has hindered the memorization process of teaching of Arabic vocabulary in the classroom. Thus, the problems and arising needs of using instructional technologies in Arabic language learning such as Arabic courseware have been raised and proposed by Zawawi (2008).
The Augmented Reality (AR) functions as a tool in e-learning increase and improve various aspects of learning such as content understanding, learning spatial structures, language associations, long-term memory retention, improved collaboration and motivation (Radu, 2014). Its implementation should be handled carefully by educators and experienced trainers, with extensive knowledge and understanding on learner’s intrinsic and extrinsic motivations, thus producing a successful edutainment environment.
2. Problem Statement
Augmented reality (AR) has not been widely and fully known in the field of Arabic language teaching and learning. The studies of AR environments can be used with either workbooks or flashcards and they can be used in many different field of studies. A few studies have been done using mobile device to scaffold individuals learning (Huang, Wu & Chen, 2012). Therefore, the mobile AR also can be used in the Arabic teaching and learning with the use of the flashcards.
From the interviews conducted with the lecturers and the students from Arabic Programme in USIM, the researchers found that most of the students have difficulties in memorizing the basic Arabic Vocabulary. Thus this study will explain the steps and procedures to develop AR enhanced flashcards using AR application in order to help in scaffolding the knowledge and memorization of the students. There are many advantages but there are also challenges when designing and using AR applications for Arabic teaching and learning. Some of them will be pointed out.
3. Scaffolding as Conceptual Support
Scaffolding is based on Vygotsky’s socio-cultural theory known as the Zone of Proximal Development (ZPD) (Vygotsky, 1978). When supported in the ZPD, by a knowing other, students can receive assistance from peers, instructors, and tools to develop understanding or a skill (McNeill, Lizotte, Krajcik, & Marx, 2006; National Research Council, 2000).
The term “scaffold” associated with other direct human interaction was first introduced by Wood, Bruner, and Ross (1976) who described a scaffold as a “process that enables a child or novice to solve a problem, carry out a task, or achieve a goal which would be beyond his unassisted efforts.” In other words, a scaffold is a strategy that is used to support a student in accomplishing a task that s/he cannot complete on his/her own by providing prompts, clues, cues, tools, resources, and hints (Yussof & Zaman, 2011). Scaffolds are added based on students’ needs, to help them with the aid of a teacher or tool, and/or to attain a skill that is just out of reach. The scaffolds are then modified according to a students’ progress. Afterwards the scaffolds should be faded and removed once a learner becomes independent with the skill (Sawyer, 2006).
Scaffolding can be provided by a teacher to guide and support a student. A key aspect of scaffolding is that this support is gradually faded as a student becomes more independent with the target skill (Van de Pol, Volman, & Beishuizen, 2010; Yussof & Zaman, 2011). Scaffolding has also been conceptualized to include not only an adult or teacher, but also peers, tools, technology, cues, and prompts (Devolder, van Braak, & Tondeur, 2012). Students must internalize these supports, in order for them to be able to independently perform at “…a higher cognitive level” (Salomon, Globerson, & Guterman, 1989).
4. Current state of AR applications in education
Augmented reality has unexplored potential in education and its ability to seamlessly support students in a natural environment. This area of research is limited due to several factors: (a) most tools being used to view augmented reality flashcards are dated (Smith et al., 2007), (b) most studies focus on engagement, motivation, recall, and collaboration, not specifically vocabulary word attainment (Smith et.al, 2007).
Based on Dede et al. (2007), the usage of information technology to enhance constructivist learning environments has created computational tools and virtual representations that can be manipulated by the students in their learning process. The effectiveness of combining multimedia and hypermedia with various learning styles in educational systems is also raised by many researchers in their studies (Liao, 1999). Students usually have learning difficulty when they learn or study. Learning difficulty for instance, is found by researchers to be one of the causes of underachievement in learning environment (Nwoji, 2002).
Because of that, they need something that can help in scaffolding the knowledge. Scaffolding is a strategy used to support a student in accomplishing a task that he/her cannot complete on his/her own, often by providing prompts, clues, cues, and hints (Barzilai & Blau, 2014). Instructional scaffolds can be used to help students achieve goals that are above their ability to work alone by having them focus on elements of an activity that they can master, and guiding them through more difficult tasks (Schunk, 2008). The main strategy that was used during the augmentation is a processing model (Hill & Hannafin, 2001).
5. What is Aurasma?
Augmented reality (AR) as suggested by Bujak et al. (2013) is just a newborn tool of educational applications. An augmented reality browser is an application that displays geo-located multimedia content using a virtual representation augmented on the vision of the real world (Grubert, Langlotz, & Grasset, 2011).
The Aurasma was introduced in order to support the learning of a certain topic (Chang et al., 2014). Aurasma is a marker-less (image-based) augmented reality browser developed by the United Kingdom-based company in 2011 (Aurasma, 2013). Aurasma allows the user to create augmented reality using their mobile application. To create augmented contents, the user must downloaded Aurasma from Google play or App Store. Aurasma used image and object recognition to link content (Auras). An image is used to trigger the aura once a channel is followed, and trigger images can be used to access additional images, videos, 3-D displays, or links. This augmented reality browser used channels to access the auras created. Then, the auras are saved to library to share via twitter and facebook to be ready for viewing.
6. Usage of Aurasma in Education:
1. Gives users the support and technology needed to maximise their reach in the augmented reality space as well as deliver top class experiences (Aurasma, 2013).
2. A platform for supporting tools and improving the educational experience of the students in educations (Bacca, J. et al, 2014).
3. Manipulate and examine real objects and simultaneously receive additional information about them or the task at hand (Bacca, J. et al, 2014).
7. Methodology
This research study took place during semester 2 2015/2016. During a typical reading session, students were guided by their teacher in a small group for approximately 45 minutes. The reading curriculum was selected as it reached each student’s individual need. The instructor typically introduced basic Arabic vocabulary within the text. Then as a small group students attempt to pair the words with his or her own personal experiences. Reading with the lecturer included several activities, which varied based on the text.
Because of the wide range of reading abilities in the class, students worked in small groups and individual instruction was provided with several differentiated instruction techniques. These differentiated instruction techniques included: (a) taking turns reading aloud from the text, (b) participating in discussions, (c) answering open-ended questions posed by the lecturer, (d) reading silently from the text, (e) reading with partners, (f) worksheets, and (g) using the iPad2 to scan the AR enhanced flashcards to search for meaning of the difficult words discussed in the book.
The development AR enhanced flashcards process starts with “Augmenting the content”. The first step is to take a picture of one image on each page of the textbook: this was the trigger image. A trigger image must have salient features that distinguish it from other images that may be found in the book. A picture of the image in the textbook was taken with an iPad2 device. Once each image was taken, the image was uploaded to iPad 2 and named accordingly (ex. ARAV1 for Augmented Reality Arabic Vocabulary 1).
Next the researchers logged into Aurasma and uploaded the trigger images in JPEG format to the channel Augmented Reality Arabic Vocabulary (ARAV). Once all trigger images were added to the ARAV channel, the researcher will create an invisible overlay. When this overlay was started, it was automatically linked to video content created from ipad2 device. After each trigger image had an overlay associated with it, the researcher created an aura, which tied all the pieces together to create the augmented content. When the channel was followed, the images in the AR enhanced flashcards were ready to be scanned. Figure 1 displays the overall process of how the augmented content was created to augment each flashcard for the students.
Fig. 1: Process of how augmented content was created
To access this augmented content, students would scan the trigger image (printed on the flashcard) with their iPad 2 device. By scanning an image with the iPad device, the Aurasma application recognized the trigger image and linked to iPad 2 specified link. The video content on the iPad 2 storage was used to expand upon the reading passage and associated Arabic vocabulary. Combined, these tools enriched the students’ reading experience by providing them with explanations of the vocabulary words displayed through video, text, audio, and image supports. Figure 2 to 5 are the capture taken from the augmented reality enhanced flashcards for Arabic vocabulary acquisition development process.
Fig. 2: List of the selected Arabic vocabulary (things in the class)
Fig. 3: Trigger image was taken
Fig. 4: Attach the video to Aurasma trigger image
Fig. 5: Students scan the trigger image
8. Result and Discussion
The descriptive analysis was carried out in this study to identify the satisfaction level of learners in using the developed AR enhanced flashcards for Arabic vocabulary acquisition. The analysis of mean, frequency and likert-scale of 4 to 5, was employed in order to identify the level of students’s satisfaction in using the AR application. It is obvious from Table 1 that item 4 has the highest level of satisfaction with the mean of 4.54 and frequency of 24. In the other hand, item 7 has the lowest level with a mean value of 3.92 and frequency of 1. The overall mean score for each of the attributes are in the range of 3.92 to 4.5. This indicates that the respondents were satisfied in general with the use of the AR Enhanced Flashcards for Arabic Vocabulary Acquisition. Two open-ended responses by students who support item 4 are also mentioned as follows:
“AR enhanced flashcards allows content to be more interesting for students to learn Arabic vocabulary and students are more attentive when learning”
“This application can be used as a learning to attract beginner students like me”
This positive response of AR applications such as mentioned by Martin-Gutierrez et al. (2010),
is also received by the students in this study.
Table 1: Frequency (scale 4 to 5) for the satisfaction of using AR enhanced flashcards
Item Satisfaction Frequency Mean
1 I am motivated to use AR enhanced flashcards in Arabic vocabulary learning 23 4.38 (0.58)
2 AR technology is attractive to be used in learning 23 4.29 (0.55)
3 Do you think that the use of AR enhanced flashcards can improve your spatial skills? 22 4.33 (0.64)
4 AR technology is attractive 24 4.54 (0.51)
5 AR technology seems original 10 4.46 (0.72)
6 AR technology seems useful 24 4.16 (0.38)
7 AR technology seems satisfactory 17 3.92 (0.65)
8 AR technology seems flexible (you can do the training either at university or in your room) 22 4.08 (0.72)
During the implementation of AR Enhanced Flashcards in teaching Arabic vocabulary, students showed their enjoyment, interest and active participation in the discussions to complete the learning tasks. Fig. 6 shows the situation where each of the students in the group was actively providing their opinion to complete the tasks. The use of AR enhanced flashcards is indeed increasing student motivation and interest as shown in the below figure 6:
“Need a lot of tasks that use AR enhanced flashcards for every students”
“Do more exercises in class with proper supervision from lecturers”
Fig. 6: Students discuss actively to complete the task using AR enhanced flashcards
In term of flexibility, some students did not agree with item 8. This factor may be due to some students who did not possess a smart phone or tablet that support AR functions, whereby the AR application requires Android platform 4.0 and above. The feedbacks from students on the use of devices are as stated below:
“Must have affordable device and use the device to do the assignment and presentations”
For item 7, which is AR technology seems satisfactory, showed the lowest mean score of 3.92. Perhaps this is because of some limitations and constraints of the developed AR enhanced flashcards. The comments are are as stated below:
“Learning using AR can be improved by clear and better audio, sharp visuals and explanation”
“Better sound or voice, clear image and video”
Low mean score in this study is also related to the use of an image as a marker, and not a real object. Azuma et al. (2001) claimed that 2D digital information can be beneficial for collaborative activities by spreading the information in the physical world. Thus, further study in the use of real 3D objects as a marker would be very interesting because it allows us to manipulate real objects as the learning objects.
9. Conclusion
The need to improve more effectively and efficiently in field of Arabic language teaching has always been a prime goal for USIM. But due to the current economic climate, this aim seems to become increasingly more important than expected. The potential use of blended approach in delivering Arabic language lessons, via a programme of face-to-face teaching which is combined with online elements, can improve a useful and effective mean of reaching students, and provide a ‘syncronized’ form of support. Ideally, this AR element should provide an engaging, varied learning environment with a mixture of integrated audio, visual or multimedia content.
Learning Arabic vocabulary by using AR enhanced flashcards is found to bring the elements of excitement and stimulation by increasing the students’ desire and motivation in language learning. Furthermore, with more opportunities ahead to work with new emerging technologies such as information professionals, USIM is moving forward to explore the potential of integrating these technologies with Arabic language teaching process, and then to share the experiences with others in order to help them to address similar issues in their university.
AR enhanced flashcards offer some potential solutions for learning obstacles as to help in scaffolding the knowledge of students regarding the Arabic vocabulary acquisition, so that students can enhance their knowledge in Arabic learning. The study indicates that student’s knowledge can be improved by motivating their purpose in studies using their own smartphones and mobile devices.
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