The development of an ar-quest instructional design model based on situated learning to enhance the ability to remember Khmer vocabulary of Thai undergraduate students

Abstract

This study employed a research and development, which was conducted with the purposes 1) to develop AR-Quest Instructional Design Model to enhance the ability to remember Khmer vocabulary of Thai undergraduate students and (2) to investigate the effect of the AR-Quest Instructional Model on learners’ Khmer vocabulary ability. The subjects in the model development consisted of six experts from the fields of the instructional design model, educational technology, and Khmer language teaching. The participants for the model experiment were thirty undergraduate students. The research instruments consisted of a Khmer vocabulary ability test, KhAR application (Khmer AR-Quest mobile application for Android), and a lesson plan. The data-gathering instruments consisted of a pretest and a posttest. The students’ scores from both the pretest and posttest were compared using paired sample t-test.

From extensively and systematically reviewing and commenting from experts to polishing through trying out, it brings about the components of the AR-Quest instructional design model that consist of four major components which are 1) Analysis, 2) AR Quest Development, 3) AR Package Development, and 4) Instructional Development. The Khmer vocabulary ability score of the posttest of the students suggested a higher score than the pre-test showed a difference at .05 level of significance.