شبكة المعلومات العربية التربوية

The study aims at investigating the effectiveness of augmented reality applications (Aurasma and ZooBurst) on developing third graders' English vocabulary in Gaza governorate. To achieve the study goals, the researcher adopts the experimental approach on a sample of (69) pupils from Amir El Mansi Basic "B" School for Boys, who are selected and divided randomly into two groups (1) experimental group (34), and (2) control group (35). The researcher uses (3) instruments to achieve the study aims: 1) content analysis, 2) pre and post vocabulary achievement test, and 3) Augmented Reality Applications. The experiment lasts for eight weeks (3 lessons per week) in which the researcher implements the study tools in the first semester at (2015 - 2016) scholastic year to investigate the effect of AR applications. The study results reveal that Augmented Reality has a high effectiveness in developing vocabulary among the third graders in Gaza governorate schools. The findings indicate that there are significant differences in the mean scores of the experimental group and that of the control group in the post vocabulary achievement test in favor of the experimental group. The findings also point out that there are statistical significant differences at (α ≤ 0.05) in the total mean score in the vocabulary achievement between the high achievers in the experimental group and their counterparts in the control one in the post test. The study results also show that there are statistical significant differences at (α ≤ 0.05) in the total mean score in the vocabulary achievement between the low achievers in the experimental group and their counterparts in the control one in the post test. And all these differences are in favor of the experimental group. Based upon the previous findings, the study recommends that it is necessary to integrate the Augmented Reality applications in the educational process. Curriculum designers and decision-makers should provide schools with the equipment (LCD, computers device connected with the internet access, IPad, and special room) which enable learners to learn through AR applications. Likewise, there must be more cooperation among curriculum designers and decision-makers to produce guiding materials to equip teachers with the needed knowledge to use Augmented Reality applications and other new programs and applications. (Author's abstract)