Augmented Reality–Based English Learning Media Using a Target Tracking Model Approach

Abstract

English language learners often experience difficulties in vocabulary acquisition due to inconsistencies between spelling and pronunciation, while conventional teaching methods may reduce student engagement. This study presents the development of an augmented reality (AR)–based English learning medium that employs a markerless target-tracking model to enhance vocabulary learning and the learning experience among elementary school students. The application was developed using the waterfall model and evaluated through a quantitative pre-experimental one-group pretest–posttest design involving 30 third-grade students across five testing sessions. Learning effectiveness was measured using pretest–posttest scores, while system quality and user perception were assessed using the System Usability Scale (SUS) and the User Experience Questionnaire (UEQ). The results demonstrate consistent improvements in students’ learning outcomes across all sessions, indicating a positive impact of the AR-based learning media on vocabulary mastery. Usability evaluation produced a SUS score of 91, corresponding to Grade A (“Excellent”), while UEQ results showed positive impressions across all dimensions, including attractiveness, efficiency, and novelty. These findings indicate that the proposed AR learning media is highly usable, engaging, and effective in supporting English vocabulary learning. Overall, the study confirms that markerless AR learning media based on a target-tracking model have strong potential to enhance learning outcomes and experiences in elementary English education.