Investigating the effectiveness of ARCS based instructional materials enhanced with augmented reality on ESP vocabulary achievement and motivation

Tandoğan, Buket
The aim of this study was to investigate the effectiveness of instructional materials which were developed regarding ARCS model of motivational design and enhanced with augmented reality (AR) on students’ vocabulary achievement and motivation while learning ESP vocabulary in the field of engineering. The study was conducted at the School of Foreign Languages, Gazi University with 67 upper-intermediate level students for a 6-week period. The experimental group learned ESP vocabulary with ARCS based instructional materials by using a mobile AR application, whereas the control group learned the same words without the application. Both groups were given a vocabulary achievement test as a pre-test and post-test. The experimental group took the motivation survey and ten of the students were interviewed at the end of the intervention. In this mixed method study, quasi-experimental design procedures were followed for the quantitative data. Findings of the vocabulary achievement tests revealed that the experimental group significantly performed better than the control group. Likewise, motivation survey demonstrated there was a significant difference for the motivation level in favor of the experimental group. The findings of the semistructured interviews indicated the students’ perceptions were highly positive and they were willing to use it in their future studies, too. They also mentioned the technological challenges they faced, but they did not find them significant. It is concluded that when instructional materials are presented with mobile AR applications and developed according to ARCS motivational design procedures, it can be effective for ESP vocabulary achievement, motivation and students’ positive perceptions.