Investigating the Impact of Augmented Reality (AR) as an Interactive Tool in Teaching English Vocabulary: A Literature Review

Tira Nur Fitria

doi:10.29040/ijcis.v7i2.277

Investigating the Impact of Augmented Reality (AR) as an Interactive Tool in Teaching English Vocabulary: A Literature Review

Tira Nur Fitria

Abstract

This research investigates the impact of Augmented Reality (AR) as an interactive tool in teaching English vocabulary. This study employed a literature review design to investigate the impact of AR as an interactive tool in teaching English vocabulary. Research on AR in vocabulary learning has consistently demonstrated its positive impact on students' motivation, retention, and learning outcomes. Key findings from 28 studies highlight several advantages of AR in vocabulary instruction. Studies on AR in vocabulary learning have consistently shown its positive influence on students’ motivation, retention, and learning outcomes. AR has been proven to significantly improve vocabulary retention, enabling students to remember words for longer periods compared to traditional methods such as flashcards or lecture-based approaches. It also creates a more engaging and interactive environment, which increases students’ enthusiasm and motivation to learn vocabulary. Research further indicates that AR is effective across different age groups, from preschool to high school, supporting both low-achieving and advanced learners. Many studies highlight that students using AR perform better in vocabulary tests than those using conventional learning strategies. Comparisons between AR and tools like flashcards or multimedia suggest that AR is more engaging, interactive, and effective in enhancing vocabulary mastery. However, several challenges exist in implementing AR, including limited access to technology, a lack of teacher training, and the relatively high cost of AR devices and applications. The success of AR-based learning also depends on the support of parents and teachers, as parental involvement and teacher readiness play a vital role in ensuring its effective integration into the classroom. Overall, AR holds great potential as an innovative tool to enhance vocabulary learning, provided that the technological, financial, and pedagogical challenges are addressed.

Full Text:

PDF

References

Adelita, A. S., Kurniawan, R. A., & Ratnawati, D. (2024). Aplikasi Augmented Reality untuk Pengenalan Kosakata Benda Bahasa Inggris Siswa Sekolah Dasar. Jurnal Ilmu Pendidikan Dasar Indonesia, 4(1), 17–36. https://doi.org/10.51574/judikdas.v4i1.2290

Ahmad, N., & Junaini, S. (2020). Augmented Reality for Learning Mathematics: A Systematic Literature Review. International Journal of Emerging Technologies in Learning (iJET), 15(16), 106–122.

Akçayır, M., & Akçayır, 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

Alper, A., Öztas, E. S., Atun, H., Çinar, D., & Moyenga, M. (2021). A Systematic Literature Review towards the Research of Game-Based Learning with Augmented Reality. International Journal of Technology in Education and Science, 5(2), 224–244.

Alshumaimeri, Y., & Mazher, N. (2023). Augmented reality in teaching and learning English as a foreign language: A systematic review and meta-analysis. World Journal of Advanced Research and Reviews, 19(1), 1093–1098. https://doi.org/10.30574/wjarr.2023.19.1.1324

Ansas, V. N., Permata, N. D., & Marsya, F. (2022). A Systematic Review on the Utilization of Augmented Reality in Language Learning. 609–615. https://doi.org/10.2991/978-2-494069-91-6_94

Azimova, D., & Solidjonov, D. (2023). Learning English Language as a Second Language with Augmented Reality. Kokand University (Qo’qon Universiteti), 1, 112–115. https://doi.org/10.54613/ku.v6i6.264

Bulut, M., & Borromeo Ferri, R. (2023). A Systematic Literature Review on Augmented Reality in Mathematics Education. European Journal of Science and Mathematics Education, 11(3), 556–572.

Cai, Y., Pan, Z., & Liu, M. (2022). Augmented reality technology in language learning: A meta-analysis. Journal of Computer Assisted Learning, 38(4), 929–945. https://doi.org/10.1111/jcal.12661

Çetin, H. (2022). A Systematic Review of Studies on Augmented Reality Based Applications in Primary Education. International Journal of Education and Literacy Studies, 10(2), 110–121. https://doi.org/10.7575/aiac.ijels.v.10n.2p.110

Ceylan, Y. E. (2023). The Effect of Using Augmented Reality with Storytelling on Young Learners’ Vocabulary Learning and Retention. Novitas-ROYAL (Research on Youth and Language), 17(1), 62–72.

Chen, R. W., & Chan, K. K. (2019). Using Augmented Reality Flashcards to Learn Vocabulary in Early Childhood Education. Journal of Educational Computing Research, 57(7), 1812–1831. https://doi.org/10.1177/0735633119854028

Chuang, H.-C., Gunawan, V., Wu, W.-C., & Chuang, K.-L. (2022). Using Thematic English Learning and Augmented Reality to Enhance Vocabulary Learning Motivation and Enjoyment of Elementary School Students. 2022 International Conference on Advanced Learning Technologies (ICALT), 256–258. https://doi.org/10.1109/ICALT55010.2022.00083

Dabrowski, A. (2022). A Case Study in Tablet-Based Augmented Reality Vocabulary Acquisition. International Journal on Open and Distance E-Learning, 8(2), Article 2. https://doi.org/10.58887/ijodel.v8i2.96

Dakhi, S., & Fitria, T. N. (2019). The Principles and the Teaching of English Vocabulary: A Review (SSRN Scholarly Paper No. 3378646). Social Science Research Network. https://papers.ssrn.com/abstract=3378646

Diegmann, P., Schmidt-Kraepelin, M., Eynden, S., & Basten, D. (2015). Benefits of Augmented Reality in Educational Environments—A Systematic Literature Review. Wirtschaftsinformatik Proceedings 2015. https://aisel.aisnet.org/wi2015/103

Fan, M., Antle, A. N., & Warren, J. L. (2020). Augmented Reality for Early Language Learning: A Systematic Review of Augmented Reality Application Design, Instructional Strategies, and Evaluation Outcomes. Journal of Educational Computing Research, 58(6), 1059–1100. https://doi.org/10.1177/0735633120927489

Fitria, T. N. (2022). The impact of gamification on students’ motivation: A Systematic Literature Review. LingTera, 9(2), 47–61. https://doi.org/10.21831/lt.v9i2.56616

Fitria, T. N. (2023a). A Library Research in English Education Research: A Guidance for Researchers in Writing Non-Research Articles. Prosiding Seminar Nasional & Call for Paper STIE AAS, 6(1), Article 1. https://prosiding.stie-aas.ac.id/index.php/prosenas/article/view/266

Fitria, T. N. (2023b). The Effectiveness of Word Search Puzzles Game in Improving Student’s Vocabulary. Pioneer: Journal of Language and Literature, 15(1), 50–67. https://doi.org/10.36841/pioneer.v15i1.2766

Fitria, T. N. (2023c). Using word search puzzle in improving students’ English vocabulary: A systematic literature review. Journal of English in Academic and Professional Communication, 9(2), 53–71. https://doi.org/10.25047/jeapco.v9i2.3927

Fitria, T. N. (2024). Qualitative Research Method in Education Field: A Guide for Researchers, Lecturers and Students (Metode Penelitian Kualitatif di Bidang Pendidikan : Panduan bagi Peneliti, Dosen dan Mahasiswa). Eureka Media Aksara. https://repository.penerbiteureka.com/publications/578908/

Fujiono, Basri, H., Badriyah, J., Roda’i, M., & Hidayati, N. (2024). Pemanfaatan Augmented Reality untuk Meningkatkan Retensi Kosakata Bahasa Inggris pada Siswa Sekolah Dasar. Krisnadana Journal, 4(1), 46–51. https://doi.org/10.58982/krisnadana.v4i1.786

Garzón, J., Pavón, J., & Baldiris, S. (2019). Systematic review and meta-analysis of augmented reality in educational settings. Virtual Reality, 23(4), 447–459. https://doi.org/10.1007/s10055-019-00379-9

Herpich, F., Nunes, F. B., Petri, G., & Tarouco, L. M. R. (2019). How Mobile Augmented Reality Is Applied in Education? A Systematic Literature Review. Creative Education, 10(07), Article 07. https://doi.org/10.4236/ce.2019.107115

Hwang, Y., & Huang, P. (2025). Augmented Reality-Assisted Learning: Enhancing Vocabulary Acquisition and Motivation in Elementary English Education. https://doi.org/10.2139/ssrn.5134189

Khan, R. M. I., Ali ,Ashraf, Kumar ,Tribhuwan, & and Venugopal, A. (2023). Assessing the efficacy of augmented reality in enhancing EFL vocabulary. Cogent Arts & Humanities, 10(1), 2223010. https://doi.org/10.1080/23311983.2023.2223010

Khodabandeh, F. (2025). Enhancing Vocabulary Learning and Retention in EFL Students: A Comparative Study of ARLOOPA Augmented Reality App in Flipped Online and Flipped Face-to-Face Classes. Educational Technology Research and Development. https://doi.org/10.1007/s11423-025-10489-8

Khodabandeh, F., & Mombini, A. (2024). Exploring the effect of augmented reality technology on high school students’ vocabulary learning, personality traits, and self-efficacy in flipped and blended classes. Education and Information Technologies, 29(12), 16027–16050. https://doi.org/10.1007/s10639-024-12486-5

Laine, T. H. (2018). Mobile Educational Augmented Reality Games: A Systematic Literature Review and Two Case Studies. Computers, 7(1), Article 1. https://doi.org/10.3390/computers7010019

Lampropoulos, G., Keramopoulos, E., Diamantaras, K., & Evangelidis, G. (2022). Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies. Applied Sciences, 12(13), Article 13. https://doi.org/10.3390/app12136809

Lau, S. Y., & Wen, Y. (2021). A Systematic Literature Review of Augmented Reality Used in Language Learning. In Y.-J. Lan & S. Grant (Eds.), Contextual Language Learning: Real Language Learning on the Continuum from Virtuality to Reality (pp. 171–186). Springer. https://doi.org/10.1007/978-981-16-3416-1_8

Lee, L.-K., Chau, C.-P., Tsoi, K.-N., Yang, N. L., & Wu, N.-I. (2019). A Mobile Game for Learning English Vocabulary with Augmented Reality Block Builder. In S. K. S. Cheung, J. Jiao, L.-K. Lee, X. Zhang, K. C. Li, & Z. Zhan (Eds.), Technology in Education: Pedagogical Innovations (pp. 116–128). Springer. https://doi.org/10.1007/978-981-13-9895-7_11

Liono, R. A., Amanda, N., Pratiwi, A., & Gunawan, A. A. S. (2021). A Systematic Literature Review: Learning with Visual by The Help of Augmented Reality Helps Students Learn Better. Procedia Computer Science, 179, 144–152. https://doi.org/10.1016/j.procs.2020.12.019

Majid, S. N. A., & Salam, A. R. (2021). A Systematic Review of Augmented Reality Applications in Language Learning. International Journal of Emerging Technologies in Learning (iJET), 16(10), 18–34. https://doi.org/10.3991/ijet.v16i10.17273

Muangchan, P., & and Yanhua, Z. (2025). Augmented reality technology in a basic Chinese vocabulary course: A study in a Thai university. Cogent Education, 12(1), 2446088. https://doi.org/10.1080/2331186X.2024.2446088

Noor, M. F. (2023). Media Edukasi Dengan Augmented Reality Menyusun Kata Dalam Bahasa Inggris Untuk Anak Kelas 3 Sekolah Dasar. JSI (Jurnal sistem Informasi) Universitas Suryadarma, 10(2), 239–250. https://doi.org/10.35968/jsi.v10i2.1091

Özçelik, N. P., Ekşi, G., & Baturay, M. H. (2022). Augmented Reality (AR) in Language Learning: A Principled Review of 2017-2021. Participatory Educational Research, 9(4), Article 4. https://doi.org/10.17275/per.22.83.9.4

Parmaxi, A., & Demetriou, A. A. (2020). Augmented reality in language learning: A state-of-the-art review of 2014–2019. Journal of Computer Assisted Learning, 36(6), 861–875. https://doi.org/10.1111/jcal.12486

Qiu, X., Chiu ,Chuang-Kai, Zhao ,Lu-Lu, Sun ,Cai-Feng, & and Chen, S. (2023). Trends in VR/AR technology-supporting language learning from 2008 to 2019: A research perspective. Interactive Learning Environments, 31(4), 2090–2113. https://doi.org/10.1080/10494820.2021.1874999

Rosyidah, U. J., & Anugerahwati, M. (2024). Integrating Augmented Reality in English Language Teaching :Trends in Indonesia From 2019 To 2023. English Review: Journal of English Education, 12(2), 483–498. https://doi.org/10.25134/erjee.v12i2.8992

Rozi, I. F., Larasati, E., & Lestari, V. A. (2021). Developing vocabulary card base on Augmented Reality (AR) for learning English. IOP Conference Series: Materials Science and Engineering, 1073(1), 012061. https://doi.org/10.1088/1757-899X/1073/1/012061

Saadon, N. F. S. M., Ahmad, I., & Hanapi, A. N. C. P. @ C. (2020). The Implementation of Augmented Reality in Increasing Student Motivation: Systematic Literature Review. IOP Conference Series: Materials Science and Engineering, 854(1), 012043. https://doi.org/10.1088/1757-899X/854/1/012043

Santos, M. E. C., Lübke, A. in W., Taketomi, T., Yamamoto, G., Rodrigo, Ma. M. T., Sandor, C., & Kato, H. (2016). Augmented reality as multimedia: The case for situated vocabulary learning. Research and Practice in Technology Enhanced Learning, 11(1), 4. https://doi.org/10.1186/s41039-016-0028-2

Santos, M. E., Luebke, A. in W., Taketomi, T., Yamamoto, G., Rodrigo, M. M., Sandor, C., & Kato, H. (2014). Evaluating Augmented Reality for Situated Vocabulary Learning. International Conference on Computers in Education. https://doi.org/10.58459/icce.2014.738

Saud, A. M., Ghalib, M. F. M., & Bakar, R. A. (2024). Exploring Bibliometric Trends in Augmented Reality Research for Vocabulary Enhancement. Journal of E-Learning Research, 3(1), 30–44. https://doi.org/10.33422/jelr.v3i1.716

Supriyanto, S., Joshua, Q., Abdullah, A., Tettehfio, E., & Ramdani, S. (2023). Application of Augmented Reality (AR) in vocational education: A systematic literature review. Jurnal Pendidikan Vokasi, 13(2), 205–213. https://doi.org/10.21831/jpv.v13i2.54280

Sutiyo, H. S. D. B., & Arfian, M. H. (2025). Penerapan Teknologi Augmented Reality (AR) Dalam Pembelajaran Kosa Kata Bahasa Inggris. Jurnal Teknologi Informasi: Jurnal Keilmuan Dan Aplikasi Bidang Teknik Informatika, 19(1), 16–28. https://doi.org/10.47111/jti.v19i1.19099

Tsai, C.-C. (2018). A Comparison of EFL Elementary School Learners’ Vocabulary Efficiency by Using Flashcards and Augmented Reality in Taiwan. The New Educational Review, 51(1), 53–65.

Vedadi, S., Abdullah, Z. B., Kolivand, H., Cheok, A. D., & Aris, B. B. (2018). Impact of Gender on Vocabulary Acquisition Using Augmented Reality Among Iranian Seventh Grades Students. Advanced Science Letters, 24(6), 4030–4033. https://doi.org/10.1166/asl.2018.11535

Wedyan, M., Falah, J., Elshaweesh, O., Alfalah, S. F. M., & Alazab, M. (2022). Augmented Reality-Based English Language Learning: Importance and State of the Art. Electronics, 11(17), Article 17. https://doi.org/10.3390/electronics11172692

Weerasinghe, M., Biener, V., Grubert, J., Quigley, A., Toniolo, A., Pucihar, K. Č., & Kljun, M. (2022). VocabulARy: Learning Vocabulary in AR Supported by Keyword Visualisations. IEEE Transactions on Visualization and Computer Graphics, 28(11), 3748–3758. IEEE Transactions on Visualization and Computer Graphics. https://doi.org/10.1109/TVCG.2022.3203116

Yenioglu, B. Y., Ergulec ,Funda, & and Yenioglu, S. (2023). Augmented reality for learning in special education: A systematic literature review. Interactive Learning Environments, 31(7), 4572–4588. https://doi.org/10.1080/10494820.2021.1976802

Yi, H. X., Amir, A. H. L., Ahmad, M. A. A., Zulkefli, N. H., Irhama, N. A. N., & Mohamad, M. (2024). A Systematic Literature Review on Augmented Reality in Game-Based Learning for English as a Second Language. The English Teacher, 53(2), Article 2. https://meltajournals.com/index.php/TET/article/view/839

DOI: https://doi.org/10.29040/ijcis.v7i2.277