擴增實境的詞彙學習：綜合分析

與其他技術（如虛擬實境、遊戲、語料庫）相比，擴增實境（AR）是一種新技術。過去的研究指出AR 對詞彙學習成績的促進作用。然而，無有實現足夠重大的證據於效應值之調查，以瞭解如何應用AR於詞彙學習。本綜合分析研究檢查了整體效應值並揭示了效應的調節因素。自13 項原始研究，應用 AR 於詞彙學習顯示出相當大的整體效果 (d = 0.84)。分析調節變項表明AR 的實際應用仍然局限於在外語環境中的英語詞彙學習之範圍。國小學生被顯示從 AR 項目中受益最多。教師指導式和任務型的方法是至關重要對於在 AR 環境中學習詞彙。本研究還討論了未來調查的 AR 詞彙學習研究差距。  Augmented Reality (AR) is a new technology compared with other technologies (e.g., virtual reality, game, corpus). Past research has indicated the facilitative effect of AR on vocabulary learning achievement. However, no investigation with substantial evidence of the effect size has been conducted to understand how AR can be applied to vocabulary learning. The present meta-analytic study examines the overall effect size and uncover the effect’s moderating factors. Generated from 13 primary studies, implementing AR for vocabulary learning showed a sizeable overall effect (d = 0.84). The moderator analysis indicated that the practical application of AR was still limited in its scope for English vocabulary learning in a foreign language context. Elementary school students were found to benefit the most from AR programs. Teacher-directed and task-based approaches were essential for learning vocabulary in an AR environment. The present study also discusses AR vocabulary learning research gaps for future investigations.