ArticleFrontiers in psychology2026
Investigating the potential of augmented reality game-based instruction on Chinese EFL learners' vocabulary learning and academic enjoyment.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
With the growing interest in integrating technology into language teaching, Augmented Reality (AR) has emerged as a promising tool for enhancing learning experiences. However, there is limited research examining its impact on Chinese English-as-a-Foreign-Language (EFL) learners' vocabulary learning and academic enjoyment. The study aims to explore how innovative teaching approaches, such as AR game-based learning, can enhance Chinese EFL learners' vocabulary acquisition and overall academic enjoyment. Two intact classes of 80 learners each from a large university in China were randomly assigned to either an experimental group, which received AR game-based instruction, or a control group, which received traditional teacher-fronted instruction. A concurrent mixed-methods design was employed. Quantitative data were collected through pretest and posttest vocabulary measures and analyzed using independent-samples t-tests. Findings indicated that although the two groups were comparable at the pretest stage, the experimental group significantly outperformed the control group on the posttest, indicating AR game-based instruction's effect on vocabulary learning. Qualitative data were gathered through learners' narratives and semi-structured interviews and analyzed thematically to explore their perceptions and experiences of academic enjoyment in the AR-supported learning environment. The analysis revealed three major themes: perceived heightened interest through novelty and immersion, perceived enhanced satisfaction through clearer understanding and vocabulary retention, and perceived increased motivation through interactivity and game-like engagement. Taken together, the findings suggest that AR game-based instruction can support both vocabulary development and positive emotional engagement in EFL learning. The study offers implications for teachers, curriculum developers, and educational decision-makers seeking to integrate innovative and emotionally supportive technologies into language education.
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