References
[1]. Acosta, B., Luis, J., Navarro, B., Margarita, S., Gesa,
F., Ramon., Graf., Sabine., & Kinshuk. (2014). Augmented
reality trends in education: A systematic review of
research and applications. Journal of Educational
Technology and Society, 17(4), 133-149.
[2]. Altman, D. G. (1991). Practical Statistics for Medical
Research. Chapman & Hall, London.
[3]. Ari, F., Flores, R., Inan, F. A., Cheon, J., Crooks, S. M.,
Paniukov, D., & Kurucay, M. (2014). The effects of verbally
redundant information on student learning: An instance
of reverse redundancy. Computers & Education, 76, 199-204. https://doi.org/10.1016/j.compedu.2014.04.002
[4]. Azuma, R. T. (1997). A survey of augmented reality.
Presence: Teleoperators and Virtual Environments, 6(4),
355-385. https://doi.org/10.1162/pres.1997.6.4.355
[5]. Billinghurst, M., Kato, H., & Poupyrev, I. (2001). The
MagicBook: a transitional AR interface. Computers &
Graphics, 25(5), 745-753. https://doi.org/10.1016/S0097-8493(01)00117-0
[6]. Buchner, J., Buntins, K., & Kerres, M. (2021). A
systematic map of research characteristics in studies on
augmented reality and cognitive load. Computers and
Education Open, 2, 100036. https://doi.org/10.1016/j.caeo.2021.100036
[7]. Buchner, J., Buntins, K., & Kerres, M. (2022). The
impact of augmented reality on cognitive load and
performance: A systematic review. Journal of Computer
Assisted Learning, 38(1), 285-303. https://doi.org/10.1111/jcal.12617
[8]. Bujak, K. R., Radu, I., Catrambone, R., MacIntyre, B.,
Zheng, R., & Golubski, G. (2013). A psychological
perspective on augmented reality in the mathematics
classroom. Computers & Education, 68, 536-544.
https://doi.org/10.1016/j.compedu.2013.02.017
[9]. Campen, C. A. K., Segers, E., & Verhoeven, L. (2018).
The modality and redundancy effects in multimedia
learning in children with dyslexia. Dyslexia, 24(2), 140-155.
https://doi.org/10.1002/dys.1585
[10]. Cevahir, H., Özdemir, M., & Baturay, M. H. (2022). The
effect of animation-based worked examples supported
with augmented reality on the academic achievement,
attitude and motivation of students towards learning
programming. Participatory Educational Research, 9(3),
226-247. https://doi.org/10.17275/per.22.63.9.3
[11]. Chandler, P., & Sweller, J. (1991). Cognitive load
theory and the format of instruction. Cognition and Instruction, 8(4), 293-332. https://doi.org/10.1207/s1532690xci0804_2
[12]. Chang, H. Y., Wu, H. K., & Hsu, Y. S. (2013). Integrating
a mobile augmented reality activity to contextualize
student learning of a socioscienti? c issue. British Journal
of Educational Technology, 44(3), 95-99.
[13]. Chang, Y. J., Chen, C. H., Huang, W. T., & Huang, W.
S. (2011, July). Investigating students' perceived
satisfaction, behavioral intention, and effectiveness of
English learning using augmented reality. In 2011 IEEE
International Conference on Multimedia and Expo (pp.
1-6). IEEE. https://doi.org/10.1109/ICME.2011.6012177
[14]. Chen, M. P., & Liao, B. C. (2015, July). Augmented
reality laboratory for high school electrochemistry course.
In 2015 IEEE 15th International Conference on Advanced
Learning Technologies (pp.132-136). IEEE.
https://doi.org/10.1109/ICALT.2015.105
[15]. Chen, M. P., Wang, L. C., Zou, D., Lin, S. Y., Xie, H., &
Tsai, C. C. (2022). Effects of captions and English
proficiency on learning effectiveness, motivation and
attitude in augmented-reality-enhanced theme-based
contextualized EFL learning. Computer Assisted
Language Learning, 35(3), 381-411. https://doi.org/10.1080/09588221.2019.1704787
[16]. Cheng, K. H. (2017). Reading an augmented reality
book: An exploration of learners' cognitive load,
motivation, and attitudes. Australasian Journal of
Educational Technology, 33(4), 53-69. https://doi.org/10.14742/ajet.2820
[17]. Christopoulos, A., Pellas, N., Kurczaba, J., &
Macredie, R. (2022). 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
[18]. Chung, K. H., Shewchuk, J. P., & Williges, R. C. (1999).
An application of augmented reality to thickness
inspection. Human Factors and Ergonomics in
Manufacturing & Service Industries, 9(4), 331-342.
https://doi.org/10.1002/(SICI)1520-6564(199923)9:4<331::AID-HFM1>3.0.CO;2-3
[19]. Clark, R. C., & Mayer, R. E. (2011). E-Learning and the Science of Instruction: Proven Guidelines for
Consumers and Designers of Multimedia Learning. John
Wiley & Sons. http://doi.org/10.1002/9781118255971
[20]. Creswell, J. W., & Clark, V. L. P. (2011). Designing and
Conducting Mixed Methods Research. Sage
publications.
[21]. Demir, B., & Özdemir, M. (2019). Investigating the
Effect of Augmented Reality on Foreign Language
Vocabulary Learning with Reference to Redundancy
Principle. Retrieved from https://drive.google.com/file/d/1h2uk1yNIwZCSbtPlrX-snXx9_L5BvMY2/view
[22]. Dewi, F. (2020). Augmented reality for young
learners. In Proceedings of iTELL (Indonesia Technology
Enhanced Language Learning) Conference (pp. 4-8).
[23]. Di Serio, Á., Ibáñez, M. B., & Kloos, C. D. (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
[24]. Dörnyei, Z. (2007). Research Methods in Applied
Linguistics. Oxford University Press, New York.
[25]. Dunleavy, M., Dede, C., & Mitchell, R. (2009).
Affordances and limitations of immersive participatory
augmented reality simulations for teaching and learning.
Journal of Science Education and Technology, 18, 7-22.
http://doi.org/10.1007/s10956-008-9119-1
[26]. Dünser, A., Grasset, R., Seichter, H., & Billinghurst, M.
(2007). Applying HCI principles to AR systems design.
Mixed Reality User Interfaces: Specification, Authoring,
Adaptation (MRUI'07) Workshop Proceedings, (pp. 37-42).
[27]. Erbas, C., & Demirer, V. (2019). The effects of
augmented reality on students' academic achievement
and motivation in a biology course. Journal of Computer
Assisted Learning, 35(3), 450-458. https://doi.org/10.1111/jcal.12350
[28]. Fonseca, D., Martí, N., Redondo, E., Navarro, I., &
Sánchez, A. (2014). Relationship between student profile,
tool use, participation, and academic performance with
the use of Augmented Reality technology for visualized
architecture models. Computers in Human Behavior, 31, 434-445. https://doi.org/10.1016/j.chb.2013.03.006
[29]. Gangaiamaran, R., & Pasupathi, M. (2017). Review
on use of mobile apps for language learning.
International Journal of Applied Engineering Research,
12(21), 11242-11251.
[30]. Garrett, B. M., Anthony, J., & Jackson, C. (2018).
Using mobile augmented reality to enhance health
professional practice education. Current Issues in
Emerging eLearning, 4(1), 224-247.
[31]. 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, 433-447.
https://doi.org/10.1007/s10956-018-9734-4
[32]. Han, J., Jo, M., Hyun, E., & So, H. J. (2015). Examining
young children's perception toward augmented realityinfused
dramatic play. Educational Technology Research
and Development, 63, 455-474. https://doi.org/10.1007/s11423-015-9374-9
[33]. Holden, C. L., & Sykes, J. M. (2011). Leveraging
mobile games for place-based language learning.
International Journal of Game-Based Learning (IJGBL),
1(2), 1-18. https://doi.org/10.4018/ijgbl.2011040101
[34]. Hsieh, M. C., & Lee, J. S. (2008). AR marker capacity
increasing for kindergarten English learning. In
Proceedings of the International MultiConference of
Engineers and Computer Scientists IMECS.
[35]. Hsu, T. C. (2017). Learning English with augmented
reality: Do learning styles matter? Computers &
Education, 106, 137-149. https://doi.org/10.1016/j.compedu.2016.12.007
[36]. Huang, T. C., Chen, C. C., & Chou, Y. W. (2016).
Animating eco-education: To see, feel, and discover in
an augmented reality-based experiential learning
environment. Computers & Education, 96, 72-82.
https://doi.org/10.1016/j.compedu.2016.02.008
[37]. Hwang, Y., & Huang, N. P. (2010). A study of efl
college students' language anxiety in multimedia
environments. International Journal of the Humanities,
8(2), 367-378.
[38]. Ibáñez, M. B., Di-Serio, Á., Villarán-Molina, D., &
Delgado-Kloos, C. (2015). Support for augmented reality
simulation systems: The effects of scaffolding on learning
outcomes and behavior patterns. IEEE Transactions on
Learning Technologies, 9(1), 46-56. https://doi.org/.doi:10.1109/TLT.2015.2445761
[39]. Jamet, E., & Le Bohec, O. (2007). The effect of
redundant text in multimedia instruction. Contemporary
Educational Psychology, 32(4), 588-598. https://doi.org/10.1016/j.cedpsych.2006.07.001
[40]. Kalyuga, S., Chandler, P., & Sweller, J. (1999).
Managing split attention and redundancy in multimedia
instruction. Applied Cognitive Psychology: The Official
Journal of the Society for Applied Research in Memory
and Cognition, 13(4), 351-371. https://doi.org/10.1002/(SICI)1099-0720(199908)13:4<351::AID-ACP589>3.0.CO;2-6
[41]. Kaufmann, H., & Schmalstieg, D. (2003).
Mathematics and geometry education with
collaborative augmented reality, Computers & Graphics,
27(3), 339-345. https://doi.org/10.1016/S0097-8493(03)00028-1
[42]. Klopfer, E., & Yoon, S. (2004). Developing games
and simulations for today and tomorrow's tech savvy
youth. TechTrends, 49(3), 33-41.
[43]. Koning, B. B., van Hooijdonk, C. M., & Lagerwerf, L.
(2017). Verbal redundancy in a procedural animation:
On-screen labels improve retention but not behavioral
performance. Computers & Education, 107, 45-53.
https://doi.org/10.1016/j.compedu.2016.12.013
[44]. Krueger, R. A., & Casey, M. A. (2000). Focus Groups:
A Practical Guide for Applied Research. Sage
Publications.
[45]. Küçük, S., Yilmaz, R., Baydas, Ö., & Göktas, Y.
(2014b). Augmented reality applications attitude scale in
secondary schools: Validity and reliability study. Egitim ve
Bilim, 39(176), 383-392.
[46]. Küçük, S., Yýlmaz, R. M., & Göktaþ, Y. (2014a).
Augmented reality for learning English: Achievement,
attitude and cognitive load levels of students. Egitim ve
Bilim, 39(176), 393-404.
[47]. Lai, A. F., Chen, C. H., & Lee, G. Y. (2019). An
augmented reality based learning approach to
enhancing students' science reading performances from
the perspective of the cognitive load theory. British
Journal of Educational Technology, 50(1), 232-247.
https://doi.org/10.1111/bjet.12716
[48]. Lai, J. Y., & Chang, L. T. (2021). Impacts of
augmented reality apps on first graders' motivation and
performance in English vocabulary learning. Sage Open,
11(4), 1-13. https://doi.org/10.1177/21582440211047549
[49]. Landis, J. R., & Koch, G. G. (1977). The measurement
of observer agreement for categorical data. Biometrics,
33(1), 159-174. https://doi.org/10.2307/2529310
[50]. Lee, H., & Mayer, R. E. (2018). Fostering learning from
instructional video in a second language. Applied
Cognitive Psychology, 32(5), 648-654. https://doi.org/10.1002/acp.3436
[51]. Lee, L. K., Chau, C. H., Chau, C. H., Ng, C. T., Hu, J. H.,
Wong, C. Y., ... & Wu, N. I. (2019). Improving the
experience of teaching and learning kindergarten-level
English vocabulary using augmented reality. International
Journal of Innovation and Learning, 25(2), 110-125.
https://doi.org/10.1504/IJIL.2019.097661
[52]. Leslie, K. C., Low, R., Jin, P., & Sweller, J. (2012).
Redundancy and expertise reversal effects when using
educational technology to learn primary school science.
Educational Technology Research and Development,
60(1), 1-13. https://doi.org/10.1007/s11423-011-9199-0
[53]. Li, K. C., & Wong, B. T. M. (2021). A literature review of
augmented reality, virtual reality, and mixed reality in
language learning. International Journal of Mobile
Learning and Organisation, 15(2), 164-178.
https://doi.org/10.1504/IJMLO.2021.114516
[54]. Lin, T. J., Duh, H. B. L., Li, N., Wang, H. Y., & Tsai, C. C.
(2013). An investigation of learners' collaborative
knowledge construction performances and behavior
patterns in an augmented reality simulation system.
Computers & Education, 68, 314-321. https://doi.org/10.1016/j.compedu.2013.05.011
[55]. Liu, Y. (2019). Multimedia Input Modes, the Modality Principle, and the Redundancy Principle for University ESL
Students' Learning (Doctoral dissertation, Syracuse
University).
[56]. Mackey, A., & Gass, S. M. (2005). Second
Language Research: Methodology and Design.
Lawrence Erlbaum Associates, New Jersey.
[57]. Mahadzir, N. N., & Phung, L. F. (2013). The use of
augmented reality pop-up book to increase motivation in
English language learning for national primary school.
Journal of Research & Method in Education, 1(1), 26-38.
[58]. Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019).
Adding immersive virtual reality to a science lab
simulation causes more presence but less learning.
Learning and Instruction, 60, 225-236. https://doi.org/10.1016/j.learninstruc.2017.12.007
[59]. Martínez, A. A., Benito, J. R. L., González, E. A., &
Ajuria, E. B. (2017, November). An experience of the
application of augmented reality to learn English in infant
education. In 2017 International Symposium on
Computers in Education (SIIE) (pp. 1-6). IEEE.
https://doi.org/10.1109/SIIE.2017.8259645
[60]. Martín-Gutiérrez, J., & Contero, M. (2011).
Improving academic performance and motivation in
engineering education with augmented reality. In HCI
International 2011–Posters' Extended Abstracts (pp. 509-513). Springer, Heidelberg. https://doi.org/10.1007/978-3-642-22095-1_102
[61]. Mayer, R. E. (1997). Multimedia learning: Are we
asking the right questions? Educational Psychologist,
32(1), 1-19. https://doi.org/10.1207/s15326985ep3201_1
[62]. Mayer, R. E. (2001). Multimedia Learning.
Cambridge University Press, Cambridge. https://doi.org/10.1017/CBO9781139164603
[63]. Mayer, R. E. (2002). Multimedia learning. In
Psychology of Learning and Motivation (Vol. 41, pp. 85-139). Academic Press. https://doi.org/10.1016/S0079-7421(02)80005-6
[64]. Mayer, R. E. (2005). Cognitive theory of multimedia
learning. In R. E. Mayer (Ed.), The Cambridge Handbook of
Multimedia Learning (pp. 31–48). Cambridge University
Press. https://doi.org/10.1017/CBO9780511816819.004
[65]. Mayer, R. E. (2009). Multimedia Learning.
Cambridge University Press, Cambridge. https://doi.org/10.1017/CBO9780511811678
[66]. Mayer, R. E., & Johnson, C. I. (2008). Revising the
redundancy principle in multimedia learning. Journal of
Educational Psychology, 100(2), 380-386. https://doi.org/10.1037/0022-0663.100.2.380
[67]. Mayer, R. E., & Moreno, R. (2003). Nine ways to
reduce cognitive load in multimedia learning.
Educational Psychologist, 38(1), 43-52. https://doi.org/10.1207/S15326985EP3801_6
[68]. Miles, M. B., & Huberman, A. M. (1994). Qualitative
Data Analysis: An Expanded Sourcebook. Sage
Publications, Thousand Oaks.
[69]. Miles, M. B., Huberman, A. M., & Saldana, J. (2014).
Qualitative Data Analysis: A Methods Sourcebook. SAGE
Publications.
[70]. Moreno, R., & Mayer, R. (2007). Interactive
multimodal learning environments: Special issue on
interactive learning environments: Contemporary issues
and trends. Educational Psychology Review, 19, 309-326.
https://doi.org/10.1007/s10648-007-9047-2
[71]. Moreno, R., & Mayer, R. E. (1999). Cognitive
principles of multimedia learning: The role of modality
and contiguity. Journal of Educational Psychology, 91(2),
358-368. https://doi.org/10.1037/0022-0663.91.2.358
[72]. Özdemir, M. (2017). Experimental studies on learning
with augmented reality technology: A systematic review.
Mersin University Journal of the Faculty of Education,
13(2), 609-632. https://doi.org/10.17860/mersinefd.336746
[73]. Paas, F. G. (1992). Training strategies for attaining
transfer of problem-solving skill in statistics: a cognitiveload
approach. Journal of Educational Psychology,
84(4), 429-434. https://doi.org/10.1037/0022-0663.84.4.429
[74]. Paas, F. G., Van Merriënboer, J. J., & Adam, J. J.
(1994). Measurement of cognitive load in instructional
research. Perceptual and Motor Skills, 79(1), 419-430.
https://doi.org/10.2466/pms.1994.79.1.419
[75]. Paas, F., & Sweller, J. (2014). Implications of cognitive
load theory for multimedia learning. In R. E. Mayer (Ed.),
The Cambridge Handbook of Multimedia Learning (pp.
27-42). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.004
[76]. Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom,
J. P., Duan, N., & Hoagwood, K. (2015). Purposeful
sampling for qualitative data collection and analysis in
mixed method implementation research. Administration
and Policy in Mental Health and Mental Health Services
Research, 42, 533-544. https://doi.org/10.1007/s10488-013-0528-y
[77]. Pallant, J. (2016). SPSS Survival Manual: A Step By
Step Guide to Data Analysis Using SPSS Program.
McGraw-Hill Education, London.
[78]. Pastore, R., Asino, T. I., & Briskin, J. (2019). The effects
of the multimedia, modality, and redundancy principles
in a computer based environment on adult learners.
Journal of Multimedia Processing and Technologies,
10(2), 49-61.
[79]. Pu, M., & Zhong, Z. (2018, May). Development of a
situational interaction game for improving preschool
children'performance in English-vocabulary learning. In
Proceedings of the 2018 International Conference on
Distance Education and Learning (pp. 88-92).
https://doi.org/10.1145/3231848.3231851
[80]. Redondo, B., Cózar-Gutiérrez, R., González-Calero,
J. A., & Sánchez Ruiz, R. (2020). Integration of augmented
reality in the teaching of English as a foreign language in
early childhood education. Early Childhood Education
Journal, 48(2), 147-155. https://doi.org/10.1007/s10643-019-00999-5
[81]. Reinders, H. (2014). Implementing mobile language
learning with an augmented reality activity. Modern
English Teacher, 23(2), 42-46.
[82]. Safar, A. H., Al-Jafar, A. A., & Al-Yousefi, Z. H. (2016).
The effectiveness of using augmented reality apps in
teaching the English alphabet to kindergarten children: A
case study in the State of Kuwait. EURASIA Journal of
Mathematics, Science and Technology Education, 13(2),
417-440. https://doi.org/10.12973/eurasia.2017.00624a
[83]. Sahin, N., & Ozcan, M. F. (2019). Effects of
augmented reality in teaching old Turkish language
mementoes on student achievement and motivation.
Contemporary Educational Technology, 10(2), 198-213.
https://doi.org/10.30935/cet.554501
[84]. Samur, Y. (2012). Redundancy effect on retention of
vocabulary words using multimedia presentation. British
Journal of Educational Technology, 43(6), E166-E170.
https://doi.org/10.1111/j.1467-8535.2012.01320.x
[85]. Santos, M. E. C., Lübke, A. I., & Taketomi, T. (2016).
Augmented reality as multimedia: the case for situated
vocabular y learning. Research and Practice in
Technology Enhanced Learning, 11(4), 1-23.
https://doi.org/10.1186/s41039-016-0028-2
[86]. Schrier, K. L. (2005). Revolutionizing History
Education: Using Augmented Reality Games to Teach
Histories (Doctoral dissertation, Massachusetts Institute of
Technology, Department of Comparative Media Studies).
[87]. Solak, E., & Cakir, R. (2015). Exploring the effect of
materials designed with augmented reality on language
learners' vocabulary learning. Journal of Educators
Online, 12(2), 50-72.
[88]. Sommerauer, P., & Müller, O. (2014). Augmented
reality in informal learning environments: A field
experiment in a mathematics exhibition. Computers &
Education, 79, 59-68. https://doi.org/10.1016/j.compedu.2014.07.013
[89]. Sweller, J. (1988). Cognitive load during problem
solving: Effects on learning. Cognitive Science, 12(2),
257-285. https://doi.org/10.1016/0364-0213(88)90023-7
[90]. Sweller, J. (2005). The redundancy principle in
multimedia learning. In R. E. Mayer (Ed.), The Cambridge
Handbook of Multimedia Learning (pp. 159–167).
Cambridge University Press. https://doi.org/10.1017/CBO9780511816819.011
[91]. Teddlie, C., & Tashakkori, A. (2009). Foundations of
Mixed Methods Research: Integrating Quantitative and
Qualitative Approaches in the Social and Behavioral
Sciences. Sage, London.
[92]. Teng, M. F., & Zhang, D. (2021). The associations
between working memory and the effects of multimedia input on L2 vocabulary learning. International Review of
Applied Linguistics in Language Teaching, (pp. 1-29).
https://doi.org/10.1515/iral-2021-0130
[93]. Thomas, R. G., William John, N., & Delieu, J. M.
(2010). Augmented reality for anatomical education.
Journal of Visual Communication in Medicine, 33(1), 6-15. https://doi.org/10.3109/17453050903557359
[94]. Tsai, C. C. (2020a). An action research study
exploring the effects of augmented reality for english
vocabulary learning in an elementary school in Taiwan.
The New Educational Review, 59, 163-174.
https://doi.org/10.15804/tner.20.59.1.13
[95]. Tsai, C. C. (2020b). The effects of augmented reality
to motivation and performance in EFL vocabulary
learning. International Journal of Instruction, 13(4), 987-1000. https://doi.org/10.29333/iji.2020.13460
[96]. Van Merriënboer, J. J. G., & Kester, L. (2014). The fourcomponent
instructional design model: Multimedia
principles in environments for complex learning. In R. E.
Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 104–148). Cambridge University Press.
https://doi.org/10.1017/CBO9781139547369.007
[97]. Wasko, C. W. (2013). Instructional Design Guidelines
for Procedural Instruction Delivered via Augmented
Reality (Doctoral dissertation, Virginia Polytechnic Institute
and State University).
[98]. Wojciechowski, R., & Cellary, W. (2013). Evaluation
of learners' attitude toward learning in ARIES augmented
reality environments. Computers & Education, 68, 570-585. https://doi.org/10.1016/j.compedu.2013.02.014
[99]. 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
[100]. Yu, C. Y., Pu, J. N., Zheng, L. T., & Guan, S. Q. (2016).
Different effects of augmented reality technology and
traditional methods on memorizing english words among
young children. Journal of Northeastern University
(Natural Science), 37(9), 1250-1253.
