Creating AR Application for Advanced ESP Vocabulary Teaching in Indonesia
Keywords:
augmented reality; application; ESP; vocabulary; teachingAbstract
Recent virtual and online education has led to the invention and popularisation of many online tools, including 3D models and AR, for visualising medical tool architectures. The present study aimed to assess the need for augmented reality (AR) application specially dedicated to medical tools vocabulary teaching to anaesthesiology nursing students, create the application prototype, assess its quality, and evaluate its effectiveness when put into action. The study adopted McGriff's research and development model. Data was collected utilizing multiple techniques. To obtain information on the students’ and teacher’s needs, a questionnaire was administered and an interview was conducted, respectively. To ascertain the quality of the application, expert judgement was carried out and a students’ voice questionnaire was administered. To evaluate the effectiveness of the application, pre- and post-tests were administered. Data gathered from questionnaires was analysed using descriptive statistics. Data elicited through interviews was analysed qualitatively. Data on students’ performance before and after the software use was analysed using T-test statistical tool. The need survey revealed that all students need AR application to support their medical tools vocabulary learning. Initial interview with the lecturer demonstrated enthusiasm in an application use for instructional media. The developed software was deemed valid through the expert judgment and was considered excellent as per student voice survey. In addition, the statistical analysis indicated that the developed application improves students’ learning outcome. One implication is that the AR application could serve as a significant resource in the realm of medical vocabulary acquisition.
https://doi.org/10.26803/ijlter.24.5.35
References
Akçay?r, M., & Akçay?r, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002
Al-Ansi, A. M., Jaboob, M., Garad, A., & Al-Ansi, A. (2023). Analysing augmented reality (AR) and virtual reality (VR) recent development in education. Social Sciences and Humanities Open, 8(1), 1-10. https://doi.org/10.1016/j.ssaho.2023.100532
Al-Gerafi, M. A., Zhou, Y., Oubibi, M., & Wijaya, T. T. (2023). Unlocking the potential: A comprehensive evaluation of augmented reality and virtual reality in education. Electronics, 12(18). https://doi.org/10.3390/electronics12183953
Al-Khattabi, M. (2017). Augmented reality as e-learning tool in primary schools’ education: Barriers to teachers’ adoption. International Journal of Emerging Technologies in Learning, 12(2), 91-100. https://doi.org/10.3991/ijet.v12i02.6158
Al-Khresheh, M. A., Mohamed, A. M., & Shaaban, T. S. (2024). A quasi-experimental study on the effectiveness of augmented reality technology on English vocabulary learning among early childhood pupils with learning disabilities. Innoeduca: International Journal of Technology and Educational Innovation, 10(2), 5-26. https://doi.org/10.24310/ijtei.102.2024.17823
Al-Khresheh, M. H., &. Al-Ruwaili, S. F. (2021). Understanding teachers’ belief about effective vocabulary instruction in the Saudi tertiary EFL context. Journal of the North for Humanities, Northen Broader University, 8(1), 345-356. http: //doi.org/10.12816/0061410
Al-Musawi, A. S., Al-Suhi, A., & Al-Mamari, Z. (2025). Exploring EFL teachers’ perceptions of using virtual reality in education. Contemporary Educational Technology, 17(2), ep562. https://doi.org/10.30935/cedtech/15835
Al-Sinani, Y., & Al-Taher, M. (2023). Enhancing teaching skill of physical education teachers in the Sultanate of Oman through augmented reality strategies: A comprehensive feedback-based analysis. Cogent Social Science, 9(2), Article 2266253. http://doi.org/10.1080/23311886.2023.2266253
Ambasta, S., Kannaujia, A. K., Shamshery, C., Shrivastava, D., Mishra, P., & Mahapatra, S. (2022). Smartphone use among anaesthesiologists during work hours. Anaesthesia Essays and Researches, 16(1), 22–30. https://doi.org/10.4103/aer.aer_15_22
Aniuranti, A., Naeli, R., & Suwartono, T. (2024). Designing local folktales based English grammar instructional materials with the PACE model procedure. Educational Process: International Journal, 14(e2025036), 1-21. https://doi.org/10.22521/edupij.2025.14.36
Bai, Z. (2012). Augmenting imagination for children with autism. Proceedings of the 11th International Conference on Interaction Design and Children. https://doi.org/10.1145/2307096.2307159
Billinghurst, M. (2021). Grand challenges for augmented reality. Frontiers in Virtual Reality, 2, Article 578080. https://doi.org/10.3389/frvir.2021.578080
Bilous, V. V., Proshkin, V. V., & Lytvyn, O. S. (2020). Development of AR-applications as a promising area of research for students. In CEUR Workshop Proceedings 2731, 205–216. http: //ceur-ws.org/Vol-2731/paper11.pdf.
Binhomran, K., & Altalhab, S. (2021). The impact of implementing augmented reality to enhance the vocabulary of young EFL learners. The JALT CALL Journal , 17(1), 23-44. https://doi.org/10.29140/jaltcall.v17n1.304B
Bostanci, H. B. (2022). The impact of subtitled films on English as a second language students’ vocabulary retention. Journal for Educators, Teachers and Trainers, 13(1), 101-109. https://doi.org/10.47750/jett.2022.13.01.012
Brandao, J., Cunha, P., Vasconcelos, J., Carvalho, V., & Soares, F. (2015). An augmented reality gamebook for children with autism spectrum disorders [Seminar Paper]. International Conference on E-Learning in the Workplace 2015.
Brooks, L. A., Manias, E., & Bloomer, M. J. (2019). Culturally sensitive communication in healthcare: A concept analysis. Collegian, 26(3), 383-391. https://doi.org/10.1016/j.colegn.2018.09.007
Busra. Y., Funda, E., & Samed, Y. (2021). Augmented reality for learning in special education: A systematic literature review. Interactive Learning Environments, 8(1), 1–17. https://doi.org/10.1080/10494820.2021.1976802
Cabero, J. J., & Barroso, J. (2016). The educational possibilities of augmented reality. New Approaches in Educational Research, 5(1), 44-50. https://doi.org/10.7821/naer.2016.1.140
Cantero, J. D. L., Martin-Dorta, N., Pérez, J. L. S., Carrera, C. C., & González, M. C. (2015). Ubiquitous learning environment with augmented reality and tablets to stimulate comprehension of the tridimensionality space. RED: Revista de Educación a Distancia, 37, 1-17. https://revistas.um.es/red/article/view/234041
Çelik, F., & Ersanl?, C. Y. (2022). The use of augmented reality in a gamified CLIL lesson and students’ achievements and attitudes: a quasi-experimental study. Smart Learning Environments, 9(1). https://doi.org/10.1186/s40561-022-00211-z
Cents-Boonstra, M., Lichtwarck-Aschoff, A., Denessen, E., Aelterman, N., & Haerens, L. (2020). Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours. Research Papers in Education, 36(6), 754–779. https://doi.org/10.1080/02671522.2020.1767184
Chen, C. H., Chou, Y. Y., & Huang, C. Y. (2016). An augmented-reality-based concept map to support mobile learning for science. Asia-Pacific Edu Res, 25, 567–578. https://doi.org/10.1007/s40299-016-0284-3
Chen, H. C., Yang, C. K., Huang, K., & Yao, K. C. (2020). Augmented reality and competition in robotics education: Effects on 21st century competencies, group collaboration and learning motivation. Journal of Computer Assisted Learning, 36(6), 1052–1062. https://doi.org/10.1111/jcal.12469
Chetsadanuwat, K. (2024). Needs of English-nursing communicative skills, functions and content for nursing students in a Thai program: Perspectives of nursing lecturers at a university in northern Thailand. LEARN Journal: Language Education and Acquisition Research Network, 17(2), 711-744. https://doi.org/10.70730/pcah8109
Christopoulos, A., Pellas, N., Kurczaba, J., & Macredie, R. (2021). The effects of augmented reality?supported instruction in tertiary?level medical education. British Journal of Educational Technology, 53(2), 307–325. https://doi.org/10.1111/bjet.13167
Clark, A., & Dunser, A. (2012). An interactive augmented reality coloring book [Seminar Paper]. IEEE Symposium on 3D User Interfaces 2012. https://doi.org//10.1109/3DUI.2012.6184168
Creswell, J. W. (2018). Qualitative inquiry & research design (4th Edition). SAGE Publications, Inc., California.
Cuendet, S., Bonnard, Q., Do-Lenh, S., & Dillenbourg, P. (2013). Designing augmented reality for the classroom. Computers & Education, 68, 557-569. https://doi.org/10.1016/j.compedu.2013.02.015
Di Serio, Á., Ibáñez, M. B., & Delgado, K. C. (2013). Impact of an augmented reality system on students’ motivation for a visual art course. Computers & Education, 68, 586–596. https://doi.org/10.1016/j.compedu.2012.03.002
Drigas, G., Kokkalia, A., & Economou, A. (2016). Mobile learning for preschool education. International Journal of Interactive Mobile Technologies, 10(2), 57-64. https://doi.org/10.3991/ijim.v10i4.6021
Elfeky, A. I. M., & Masadeh, T. S. Y. (2016). The effect of mobile learning on students’ achievement and conversational skills. International Journal of Higher Education, 5(3), 20–31. https://doi.org/10.5430/ijhe.v5n3p20
Farrah, M. A. H., & Abu-Dawood, A. K. (2018). Using mobile phone applications in teaching and learning process. International Journal of Research in English Education, 3(2). https://doi.org/10.29252/ijree.3.2.48
Franza, N. P. S., Sudana, O., & Wibawa, K.S. (2016). Application of basic balinese dance using augmented reality on android. Journal of Theoretical and Applied Information Technology, 90(1). https://www.jatit.org/volumes/Vol90No1/7Vol90No1.pdf
García, I., Peña-López, I., Johnson, L., Smith, R., Levine, A., & Haywood, K. (2010). Informe horizon: Edición iberoamericana 2010. The New Media Consortium, Texas.
Goff, E. E., Mulvey, K. L., Irvin, M. J., & Hartstone-Rose, A. (2018). Applications of augmented reality in informal science learning sites: A review. Journal of Science Education and Technology, 27(5), 433–447. https://doi.org/10.1007/s10956-018-9734-4
Gutiérrez-Puertas, V., Gutiérrez-Puertas, L., Aguilera-Manrique, G., Rodríguez-García, M. C., & Márquez-Hernández, V. V. (2021). Nursing students’ perceptions of smartphone use in the clinical care and safety of hospitalised patients. International Journal of Environmental Research and Public Health, 18(3), 1307. https://doi.org/10.3390/ijerph18031307
Hasan, M. K., Fakih, A. H., Seraj, P. M. I., & Hasmirati. (2022). The effect of technology-assisted language programme on vocabulary learning among EFL students at the tertiary level. Heliyon. 8(8), 1-6. https://doi.org/10.1016/j.heliyon.2022.e10313
Havwini, T., Ratnasari, D., Fadilah, N., Feby, F., & Firdaus, F. (2024). English vocabulary mastery in vocational higher education: An analysis of challenges and feasible strategies. Journal on Education, 6(4), 19110-19118. https://doi.org/10.31004/joe.v6i4.5796
Heming, T. A., & Nandagopal, S. (2012). Comparative difficulties with non-scientific general vocabulary and scientific/medical terminology in English as a second language (ESL) medical student. Sultan Qaboos University Medical Journal, 12(4), 485-492. https://doi.org//10.12816/0003175
Hinze, A., Vanderschantz, N., Timpany, C., Cunningham, S. J., Saravani, S., & Wilkinson, C. (2022). A study of mobile app use for teaching and research in higher education. Technology Knowledge and Learning, 28(3), 1271–1299. https://doi.org/10.1007/s10758-022-09599-6
Huang, W., Sun, M., & Li, S. (2016). A 3D GIS-based interactive registration mechanism for outdoor augmented reality system. Expert Systems with Applications, 55, 48–58. https://doi.org/10.1016/j.eswa.2016.01.037
Iatsyshyn, A. V., Kovach, V. O., Lyubchak, V. O., Zuban, Y. O., Piven, A. G., Sokolyuk, O. M., Iatsyshyn, A. V., Popov, O. O., Artemchuk, V. O. & Shyshkina, M. P. (2020). Application of augmented reality technologies for education projects preparation. CTE Workshop Proceedings, 7, 134–160. https://doi.org/10.55056/cte.318
Ibrahim, A. M. (2010). ESP at the tertiary level: Current situation, application, and expectation. English Language Teaching, 3(1), 200-204. https://doi.org/10.5539/elt.v3n1p200
Irawan, S., Ciptaningrum, D. S., & Faizal, A. A. (2023). Vocabulary learning strategies in vocational school for English specific purposes. International Journal of Contemporary Studies in Education (IJ-CSE), 2(1). https://doi.org/10.56855/ijcse.v2i1.256
Ivanova, G., Aliev, Y., & Ivanov, A. (2014). Augmented reality textbook for future blended education [Seminar Paper]. International Conference on e-Learning, 4, 130–136.
Karacan, C. G., & Akoglu, K. (2021). Educational augmented reality technology for language learning and teaching: A comprehensive review. Shanlax International Journal of Education, 9(2), 68–79. https://doi.org/10.34293/education.v9i2.3715
Kellems, R., Eichelberger, C., Cacciatore, G., Jensen, M., Frazier, B., Simons, K., & Zaru, M. (2020). Using video-based instruction via augmented reality to teach mathematics to middle school pupils with learning disabilities. Journal of Learning Disabilities, 53(4), 277-291. https://doi.org/10.1177/0022219420906452
Kipper, G., & Rampolla, J. (2012). Augmented reality. Syngress/Elsevier, Amsterdam.
Kiv, A. E., Shyshkina, M. P., Semerikov, S. O., Striuk, A. M., & Yechkalo, Y. V. (2020). How augmented reality transforms to augmented learning. CEUR Workshop Proceedings 2547, 1–12. http://ceur-ws.org/Vol-2547/paper00.pdf
Lee, L. K., Chau, C. H., Chau, C. H., & Ng, C. T. (2017). Using augmented reality to teach kindergarten students English vocabulary. Proceedings of the 2017 International Symposium on Educational Technology. https://doi.org/10.1109/ISET.2017.20
Li?en, S. & Prosen, M. (2023). The development of cultural competences in nursing students and their significance in shaping the future work environment: A pilot study. BMC Med Educ, 23, 819. https://doi.org/10.1186/s12909-023-04800-5
López-Belmonte, J., Moreno-Guerrero, A. J., López-Núñez, J. A., & Hinojo-Lucena, F. J. (2020). Augmented reality in education: A scientific mapping in Web of Science. Interactive Learning Environments, 31(4), 1860-1874. https://doi.org/10.1080/10494820.2020.1859546
López-Bouzas, N., & del Moral Pérez, M. E. (2022). Instrument supported by digital applications to diagnose the communicative competence of students with ASD: Design and validation. Innoeduca: International Journal of Technology and Educational Innovation, 8(2), 83-96. https://doi.org/10.24310/innoeduca.2022.v8i2.14264
Lv, Z., Lloret, J., & Song, H. (2021). Real-time image processing for augmented reality on mobile devices. Journal of Real-Time Image Processing, 18(1), 1-14. https://doi.org/10.1007/s11554-021-01097-9
Malaquias, R. F., & Malaquias, F. F. D. O. (2021). A literature review on the benefits of serious games to the literacy process of children with disabilities and learning difficulties. Technology and Disability, 33(4), 273– 282. https://doi.org/10.3233/TAD-210339
Markouzis, D., & Fessakis, G. (2015). Interactive storytelling and mobile augmented reality applications for learning and entertainment – A rapid prototyping perspective [Conference Paper]. The 9th International Conference on Interactive Mobile Communication, Technologies, and Learning (IMCL2015). https://doi.org/10.1109/IMCTL.2015.7359544
McGriff, S. J. (2000). Instructional System Design (ISD): ADDIE Model instructional systems. College of Education: Penn State University, Pennsylvania.
Mohamed, M. H., & Razali, A. B. (2019). Augmented reality in teaching and learning English reading: Realities, possibilities, and limitations. International Journal of Academic Research in Progressive Education and Development, 8(4), 724–737. https://doi.org/10.6007/IJARPED/v8-i4/6696
Muñoz, J. M. (2013). Realidad Aumentada, realidad disruptiva en las aulas. Boletín SCOPEO, 82. http://scopeo.usal.es/realidad-aumentada-realidad-disruptiva-en-las-aulas/
Na, H., Willet, K. B. S., & Kim, C. (2025). Investigating the impact of AR technologies on geometric learning in primary school: A comparison between marker- based and markerless AR. British Journal of Educational Technology, 1-20. https://doi.org/10.1111/bjet.13584
Nurhayati, Suwartono, T., Saripudin, A., & Juwita, N. (2022). Applying web-based technology in developing student worksheets on writing local culture content drama script. Theory and Practice in Language Studies, 12(2), 263-273. https://doi.org/10.17507/tpls.1202.07
O’Connor, Y., & Mahony, C. (2023). Exploring the impact of augmented reality on student academic self-efficacy in higher education. Computers in Human Behavior, 149, 107963. https://doi.org/10.1016/j.chb.2023.107963
Pérez-Fuentes, M. C., Álvarez-Bermejo, J. A., Molero, Mª; Gázquez, J. J., & López, M. A. (2011). Violencia escolar y rendimiento académico (VERA): Aplicación de realidad aumentada. European Journal of Investigation in Health, Education and Psychology,1(2), 71-84. https://doi.org/10.1989/ejihpe.v1i2.6
Rasalingam, R. R., Muniandy, B., & Rasalingam, R. R. (2021). Exploring the application of augmented reality technology in early childhood classroom in Malaysia. IOSR Journal of Research & Method in Education (IOSR-JRME), 4(5), 33-40. https://doi.org/10.9790/7388-04543340
Rasimin, Semma, A. B., Zakiyuddin, Ali, M., & Helmy, M. I. (2024). Multi-dimensional challenges in the Indonesian social science information technology-based learning: A systematic literature review. Heliyon, 10(7), 1-11. https://doi.org/10.1016/j.heliyon.2024.e28706
Rizkina, P. A., & Suwartono, T. (2023). ICT-based learning during Covid 19 outbreak: Students’ responses, benefits, and challenges. Proceedings of the 2nd International Conference on Social Sciences (ICONES). http://dx.doi.org/10.4108/eai.22-7-2023.2335410
Sadikin, I. S., & Martyani, E. (2020). Integrating augmented reality (AR) in EFL class for teaching vocabulary. Professional Journal of English Education, 3(2), 161-167. https://doi.org/10.22460/project.v3i2.p161-167
Sharma, A., Mehtab, R., Mohan, S., & Shah, M. K. M. (2021). Augmented reality - an important aspect of Industry 4.0. Industrial Robot. The International Journal of Robotics Research and Application, 49(3). http://doi.org//10.1108/IR-09-2021-0204
Sindhuri, R., & Dongre, A. R. (2023). Challenges in obtaining informed consent in qualitative research and suggestions to improve it: A descriptive qualitative study. National Journal Community Medicine, 14(6), 386-390. https://doi.org/10.55489/njcm.140620232874
Spalevi?, M., Milosavljevi?, N., & Spalevi?, M. (2018). The underlying concept of motivation in medical English teaching. Acta Medica Medianae, 57(2), 40-44. https://doi.org/doi:10.5633/amm.2018.0207
Suwartono, T., Nurhayati, S., & Junaid, R. (2024). Assessing the need for technology-enhanced tools to release the sufferings of Cinderella in language teaching (pronunciation). Edelweiss Applied Science and Technology. 8(6), 9756-9765. https://orcid.org/0000-0002-9615-2257
Tomi, A., B., & Rambli, D., R., A. (2013). An interactive mobile augmented reality magical playbook: Learning number with the thirsty crow. Procedia Computer Science, 25, 123-130. https://doi.org/10.1016/j.procs.2013.11.015
Vakaliuk, T., A., & Pochtoviuk, S. I. (2021). Analysis of tools for the development of augmented reality technologies [Seminar Paper]. AREdu 2021: 4th International Workshop on Augmented Reality in Education. https://doi.org/10.31812/123456789%2F4625
Wahyuni, S. (2021). English language needs for medical students: A link and match of academic and professional career. English Franca: Academic Journal of English Language and Education, 5(1), 169–184. https://doi.org/10.29240/ef.v5i1.2146
Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41-49. https://doi.org/10.1016/j.compedu.2012.10.024
Wu, Q. (2014). A rote strategy in memorizing vocabulary for ESL learners. Procedia – Social and Behavioral Sciences, 143, 294-301. https://doi.org/10.1016/j.sbspro.2014.07.408
Yilmaz, Z., A., & Batdi, V. (2021). Meta-analysis of the use of augmented reality application in science teaching. Journal of Science Learning, 4(3), 267-274. https://doi.org/10.17509/jsl.v4i3.30570
Yoon, J. C., & Kang, H. Y. (2021). Interactive learning in the classroom: A mobile augmented reality assistance application for learning. Computer Animation and Virtual Worlds, 32(5). https://doi.org/10.1002/cav.1989
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Putri Amalia Rizkina, Tono Suwartono, Sri Nurhayati, Okto Wijayanti, Fahmy Ferdian Dalimarta
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
