Game-based Augmented Reality Mobile Application for Enhancing Primary School Students' Collaborative Learning in English as a Foreign Language in Cambodia

Maruyama, Y; Johnston, A; Mery Keitel, A; Wang, Y

Game-based Augmented Reality Mobile Application for Enhancing Primary School Students' Collaborative Learning in English as a Foreign Language in Cambodia

Maruyama, Y Johnston, A

Mery Keitel, A

Wang, Y

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Publisher:: Association for Computing Machinery (ACM)
Publication Type:: Conference Proceeding
Citation:: Ozchi 2025 Proceedings of the 37th Australian Conference on Human Computer Interaction, 2025, pp. 567-577
Issue Date:: 2025-11-28

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Field	Value	Language
dc.contributor.author	Maruyama, Y
dc.contributor.author	Johnston, A https://orcid.org/0000-0001-8306-7507
dc.contributor.author	Mery Keitel, A https://orcid.org/0009-0001-1526-8881
dc.contributor.author	Wang, Y https://orcid.org/0000-0003-2610-1283
dc.date.accessioned	2026-02-02T23:54:55Z
dc.date.available	2026-02-02T23:54:55Z
dc.date.issued	2025-11-28
dc.identifier.citation	Ozchi 2025 Proceedings of the 37th Australian Conference on Human Computer Interaction, 2025, pp. 567-577
dc.identifier.uri	http://hdl.handle.net/10453/192680
dc.description.abstract	This study explores the effectiveness of a game-based Augmented Reality (AR) mobile application in enhancing collaborative learning and English as a Foreign Language (EFL) acquisition among primary students in Cambodia. While the benefits of AR in primary EFL education are known, limited attention has been given to game-based, movement-driven AR in low-resource settings. To address this, the first author developed an AR mobile application using Unity Engine, embedding vocabulary and directional tasks in an interactive environment that promotes physical movement and teamwork. The user study was conducted in a Cambodian primary school with limited-resource settings. Data from English tests, teacher and observer questionnaires, and the first author's observations evaluated language development, collaboration, and engagement. Findings revealed the AR tool improved student engagement, collaboration, and English proficiency, despite some technical challenges. Overall, game-based AR mobile applications show promise as accessible tools for inclusive primary EFL education in low-resource settings like Cambodia.
dc.language	en
dc.publisher	Association for Computing Machinery (ACM)
dc.relation.ispartof	Ozchi 2025 Proceedings of the 37th Australian Conference on Human Computer Interaction
dc.relation.ispartof	Proceedings of the 37th Australian Conference on Human-Computer Interaction
dc.relation.isbasedon	10.1145/3764687.3769906
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Game-based Augmented Reality Mobile Application for Enhancing Primary School Students' Collaborative Learning in English as a Foreign Language in Cambodia
dc.type	Conference Proceeding
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science
pubs.organisational-group	University of Technology Sydney/UTS Groups
pubs.organisational-group	University of Technology Sydney/UTS Groups/Visualisation Institute (VI)
pubs.organisational-group	University of Technology Sydney/UTS Groups/The Trustworthy Digital Society
pubs.organisational-group	University of Technology Sydney/UTS Groups/Animal Logic Academy
utslib.copyright.status	open_access	*
dc.rights.license	This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/
dc.date.updated	2026-02-02T23:54:53Z
pubs.publication-status	Published

Abstract:

This study explores the effectiveness of a game-based Augmented Reality (AR) mobile application in enhancing collaborative learning and English as a Foreign Language (EFL) acquisition among primary students in Cambodia. While the benefits of AR in primary EFL education are known, limited attention has been given to game-based, movement-driven AR in low-resource settings. To address this, the first author developed an AR mobile application using Unity Engine, embedding vocabulary and directional tasks in an interactive environment that promotes physical movement and teamwork. The user study was conducted in a Cambodian primary school with limited-resource settings. Data from English tests, teacher and observer questionnaires, and the first author's observations evaluated language development, collaboration, and engagement. Findings revealed the AR tool improved student engagement, collaboration, and English proficiency, despite some technical challenges. Overall, game-based AR mobile applications show promise as accessible tools for inclusive primary EFL education in low-resource settings like Cambodia.

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http://hdl.handle.net/10453/192680