AR Arabic Collocation: learning Arabic Collocation (AC) via of augmented reality (AR)

• 主要な著者: Md Noor, Mohamad Lukman Al Hakim, Md Ghalib, Mohd Feham, Abdul Gani, Muhamad Zamri
• フォーマット: Proceeding Paper
• 言語: English
• 出版事項: Pusat Pengajaran & Pembangunan Kurikulum (Pengajaran-UKM), UKM 2024
• 主題: L Education (General); PJ6001 Arabic; T Technology (General)
• オンライン･アクセス: http://irep.iium.edu.my/119125/1/119125_AR%20Arabic%20Collocation.pdf; http://irep.iium.edu.my/119125/; https://www.ukm.my/knovasi/en/

This study focuses on the design, development, and effectiveness of learning Arabic Collocation using Augmented Reality (AR). Initially, a needs analysis was conducted to identify learners’ difficulties with Arabic collocation, their learning strategies, and their preferred interactivity styles in mobile applications. Based on these insights, an instructional module for learning Arabic Collocation using AR applications was developed employing the ADDIE Model for instructional design. In the design phase, findings indicated that students had significant difficulty learning Arabic Collocation. AR emerged as a promising tool to enhance learning experiences by integrating real-world interactions within a virtual environment. The instructional module was developed incorporating multimedia elements such as text, images, audio, animation, video, 2D, and 3D models to capture students' attention and aid in mastering Arabic collocation patterns. In the development phase, a mobile application named AR Collocation was designed. The application was implemented among 30 advanced learners at the International Islamic University Malaysia. The implementation phase involved evaluating the multimedia components, technical performance, and the application’s efficacy in facilitating the understanding of lessons. The effectiveness of the AR Collocation application was assessed through student feedback, which indicated high ratings for content, usability, and interactivity. The integrated AR technology proved to be effective in enhancing students' understanding of Arabic Verb Patterns and motivated them to learn Arabic Collocation. The study concludes that the AR-based instructional module positively impacted students' learning experiences and outcomes. Consequently, the researchers recommend adopting and implementing this model for teaching and learning Arabic as a second language.