Enhancing English Speaking Vocabulary through an Augmented Reality Game-Based Learning Framework Guided by Merrill’s Principles of Instruction

Abstract

This study investigates the pedagogical effectiveness of incorporating Augmented Reality (AR) and gamified learning into an extended instructional framework based on Merrill's First Principles of Instruction to improve English speaking vocabulary acquisition among certificate-level learners in Sri Lanka. Traditional language training has persistent constraints, such as poor learner engagement, limited contextual immersion, and inadequate personalization, necessitating creative pedagogical approaches that promote active speaking growth.
To fill this gap, the study creates and empirically tests an AR-enhanced gamified framework that operationalizes problem-centered learning, prior knowledge activation, demonstration, application, and integration, while also incorporating structured peer collaboration, guided facilitation, and sensitivity to learners' linguistic backgrounds. A positivist, deductive research approach was used, combining a structured 5-point Likert-scale survey delivered to 276 students from two metropolitan campuses with a six-week longitudinal pretest-posttest experimental design.
Data was examined using SPSS, which included reliability testing (Cronbach's α > 0.7), correlation analysis, multiple regression, and paired sample t-tests. The study found a strong correlation (adjusted R² = 0.928) between AR-supported learning effectiveness and instructional factors like tool quality, technical competence, peer collaboration, teacher guidance, instructional relevance, and family linguistic background. Age had no significant influence.
The post-intervention results show statistically significant gains in speaking fluency and vocabulary accuracy. The study provides a theoretically informed and scalable instructional strategy for advancing immersive language learning methods in technology-enhanced educational settings.