Augmented Reality-Supported Experiential Learning in Primary EFL: Effects on Vocabulary Achievement, Motivation, and Learner Experience

Abstract

Augmented Reality (AR) can enhance English as a Foreign Language (EFL) learning, yet evidence on primary learners in multicultural contexts remains limited. This study investigated the effects of AR-supported experiential learning on vocabulary achievement, motivation, and learner perceptions among 120 grade six EFL learners in Arab schools in Malaysia. An explanatory sequential mixed-methods quasi-experimental design was used, with 62 learners receiving AR-supported instruction structured around Kolb’s experiential learning cycle and 58 receiving conventional instruction. Vocabulary achievement was measured using pre- and post-tests, while motivation was assessed through the ARCS dimensions of Attention, Relevance, Confidence, and Satisfaction. Quantitative data were analysed using Analysis of Covariance (ANCOVA) and Multivariate Analysis of Covariance (MANCOVA), followed by semi-structured interviews with 10 purposively selected learners. Both groups improved their vocabulary achievement, with a statistically significant adjusted advantage for the AR group, F(1, 117) = 75.68, p < .001, partial η² = .393. The AR condition produced a significant multivariate effect on motivation, with particularly strong effects for Attention and Satisfaction. Qualitative findings indicated that AR increased engagement, enjoyment, perceived retention, autonomy, and willingness to participate, although learners experienced technical difficulties and an initial learning curve. Overall, AR-supported experiential learning was associated with substantially higher vocabulary achievement and stronger motivation than conventional instruction, while enhancing learners’ engagement and perceived learning experiences.