ISSN: 2226-6348
Open access
Vocabulary acquisition in Arabic language education, especially in primary schools, is still a fundamental and difficult area of teaching due to the complex morphology and abstract linguistic characteristics of the Arabic language. While there is an increase in the adoption of AR-based instruction, little empirical research exists to assess teachers' acceptance and willingness to adopt AR in teaching Arabic vocabulary, particularly within the context of private primary schools. This paper will examine the degree of acceptance and readiness of teachers to incorporate augmented reality into their Arabic vocabulary instruction in private primary schools in Selangor, Malaysia. This study employed a quantitative methodology to collect data from 115 Arabic language teachers through a validated questionnaire based on previously developed technology acceptance and readiness models. Results indicated that teachers had a high degree of acceptance toward the use of AR in Arabic vocabulary instruction, which reflects positively on the perceived instructional value and pedagogical potential of AR. Results also showed that teacher readiness was rated as moderate to high with knowledge readiness being the most prominent dimension, whereas technological infrastructure readiness was rated the lowest. A strong positive correlation was shown between teacher's acceptance and readiness indicating that those who have higher levels of preparedness will have greater acceptance of incorporating AR into their instruction.
Abandah, G. A., Suyyagh, A. E., & Abdel-Majeed, M. R. (2022). Transfer learning and multi-phase training for accurate diacritization of Arabic poetry. Journal of King Saud University - Computer and Information Sciences, 34(6), 3744–3757. https://doi.org/10.1016/j.jksuci.2022.04.005
Abdrabo, N. D. (2023, January 1). A glimpse at two major challenges in Modern Standard Arabic (MSA) learning: “Sandhi-variation” vs. “Agglutinative inflected word.” ResearchGate. https://www.researchgate.net/publication/368823645_A_Glimpse_at_Two_Major_Challenges_in_Modern_Standard_Arabic_MSA_Learning_
Abdul Razif Zaini, Z., Zakaria, N., Hamdan, H., Muhammad Redzaudin Ghazali, & Mohd Rufian Ismail. (2019). Pengajaran bahasa Arab di Malaysia: Permasalahan dan cabaran: Teaching of Arabic in Malaysia: Problems and challenges. Jurnal Pengajian Islam, 12(1), 47–57. https://jpi.kuis.edu.my/index.php/jpi/article/view/4
Ahammed, H. (2021). Challenges faced by teachers of learners with learning disability. ResearchGate. https://www.researchgate.net/publication/351303413_Challenges_Faced_by_Teachers_of_Learners_with_Learning_Disability
Ahmad, N., Alias, F., Hamat, M., & Mohamed, S. (2024). Reliability analysis: Application of Cronbach’s alpha in research instruments. https://appspenang.uitm.edu.my/sigcs/2024-2/Articles/20244_ReliabilityAnalysis-ApplicationOfCronbachsAlphaInResearchInstruments.pdf
Ahmed, S. K. (2024). Research methodology simplified: How to choose the right sampling technique and determine the appropriate sample size for research. Oral Oncology Reports, 12, 100662. https://doi.org/10.1016/j.oor.2024.100662
Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review. Frontiers in Psychology, 13(1). https://doi.org/10.3389/fpsyg.2022.920317
Akçay?r, M., & Akçay?r, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002
Al, G. A., & Lakulu, M. M. (2021). Challenges analysis for using augmented reality in education: A review. Semantic Scholar. https://www.semanticscholar.org/paper/Challenges-Analysis-for-Using-Augmented-Reality-in-Al-Lakulu/4db6710c6cb0efbf2e63437c88c79dc55edb8c7d
Alahmadi, A., & Foltz, A. (2020). Effects of language skills and strategy use on vocabulary learning through lexical translation and inferencing. Journal of Psycholinguistic Research, 49(6), 975–991. https://doi.org/10.1007/s10936-020-09720-9
Al-Ansi, A. M., Jaboob, M., Garad, A., & Al-Ansi, A. (2023). Analyzing augmented reality (AR) and virtual reality (VR) recent development in education. Social Sciences & Humanities Open, 8(1), 100532. https://doi.org/10.1016/j.ssaho.2023.100532
Alchundia, I. M., Zabala, J. A., & Murillo, M. S. (2022). Análisis del uso de las TICs aplicadas en el proceso de enseñanza-aprendizaje en las clases virtuales: Caso ciudad de Milagro. Sapienza International Journal of Interdisciplinary Studies, 3(1), 786–795. https://doi.org/10.51798/sijis.v3i1.262
Aldossari, S., & Alsuhaibani, Z. (2021). Using augmented reality in language classrooms: The case of EFL elementary students. Advances in Language and Literary Studies, 12(6), 1–8. https://doi.org/10.7575/aiac.alls.v.12n.6.p.1
Al-Huri, I. (2015). Arabic language: Historic and sociolinguistic characteristics. English Literature and Language Review, 28–36, 28–36. https://doi.org/10.13140/RG.2.2.16163.66089/1
Alzahrani, N. M. (2020). Augmented reality: A systematic review of its benefits and challenges in e-learning contexts. Applied Sciences, 10(16), 5660. https://doi.org/10.3390/app10165660
Anuar, S., Nizar, N., & Ismail, M. A. (2021). The impact of using augmented reality as teaching material on students’ motivation. Asian Journal of Vocational Education and Humanities, 2(1), 1–8. https://doi.org/10.53797/ajvah.v2i1.1.2021
Apuke, O. D. (2017). Quantitative research methods: A synopsis approach. ResearchGate. https://www.researchgate.net/publication/320346875_Quantitative_Research_Methods_A_Synopsis_Approach
Aqib, M. A., Ekawati, R., & Khabibah, S. (2024). A modified technological pedagogical and content knowledge (TPACK) framework: A systematic literature review. Multidisciplinary Reviews, 8(6), 2025167. https://doi.org/10.31893/multirev.2025167
Arena, F., Collotta, M., Pau, G., & Termine, F. (2022). An overview of augmented reality. Computers, 11(2), 28. https://doi.org/10.3390/computers11020028
Asbulah, L. H., Nur Nordin, H., & Musab Sahrim. (2024). Enhancing Arabic vocabulary mastery through augmented reality: A study on AR-Mufradat application for primary school students. International Journal of Advanced Research, 12(10), 283–291. https://doi.org/10.21474/ijar01/19640
Asbulah, L. H., Sahrim, M., Soad, N. F. A. M., Rushdi, N. A. A. M., & Deris, M. A. H. M. (2022). Teachers’ attitudes towards the use of augmented reality technology in teaching Arabic in primary school Malaysia. International Journal of Advanced Computer Science and Applications, 13(10). https://doi.org/10.14569/ijacsa.2022.0131055
Asiah, N., Lakilaki, E., Khusnadin, M. H., Eprilia, W., Negara, H. S., & Rizky, M. (2025). Learning transformation: The application of augmented reality media to improve motivation and interest in learning among elementary school students in the 5.0 era. Riwayat: Educational Journal of History and Humanities, 8(3), 5337–5345. https://doi.org/10.24815/jr.v8i3.49008
Aytaç, A., Alemdar, M., Akay, Y., & Avcu, Y. E. (2024). Fostering tech integration: teachers’ attitudes mediating lifelong learning and technology Integration Self-Efficacy. Participatory Educational Research, 11(6), 112–133. https://doi.org/10.17275/per.24.82.11.6
Balkan Kiyici, F. (2018). Primary school students’ perceptions of technology. Malaysian Online Journal of Educational Technology, 6(4), 53–66. https://doi.org/10.17220/mojet.2018.04.005
Belda-Medina, J., & Marrahi-Gomez, V. (2023). The impact of augmented reality (AR) on vocabulary acquisition and student motivation. Electronics, 12(3), 749. https://doi.org/10.3390/electronics12030749
Bower, M., DeWitt, D., & Lai, J. W. M. (2020). Reasons associated with preservice teachers’ intention to use immersive virtual reality in education. British Journal of Educational Technology, 51(6), 2215–2233. https://doi.org/10.1111/bjet.13009
Cahyani, A., Fauzan, M., Putri, K. A. R., Larasati, A. D., Sakdiyah, N. H., & Tohuri, A. (2021). Arabic vocabulary: Konsep aplikasi berbasis augmented reality untuk meningkatkan penguasaan kosakata bahasa Arab. JoLLA: Journal of Language, Literature, and Arts, 1(8), 1158–1170. https://doi.org/10.17977/um064v1i82021p1158-1170
Chen, Y., Wang, Q., Chen, H., Song, X., Tang, H., & Tian, M. (2019). An overview of augmented reality technology. Journal of Physics: Conference Series, 1237(2), 022082. https://doi.org/10.1088/1742-6596/1237/2/022082
Cheung, G., Chan, K., Brown, I., & Wan, K. (2016). Teachers’ knowledge and technology acceptance: A study on the adoption of clickers. Rogers. https://www.researchgate.net/publication/316237552_Teachers
Crogman, H. T., Cano, V. D., Pacheco, E., Sonawane, R. B., & Boroon, R. (2025). Virtual reality, augmented reality, and mixed reality in experiential learning: Transforming educational paradigms. Education Sciences, 15(3), 303. https://doi.org/10.3390/educsci15030303
Dalati, S., & Carlos, J. (2018). Surveys and questionnaires. ResearchGate. https://www.researchgate.net/publication/324117644_Surveys_and_Questionnaires
Daniel, E. (2016). The usefulness of qualitative and quantitative approaches and methods in researching problem-solving ability in science education curriculum. Journal of Education and Practice, 7(15), 91–100. https://files.eric.ed.gov/fulltext/EJ1103224.pdf
Dhaas, A. (2024). Augmented reality in education: A review of learning outcomes and pedagogical implications. American Journal of Computing and Engineering, 7(3), 1–18. https://doi.org/10.47672/ajce.2028
Dickson Mdhlalose, & Mlambo, G. (2023). Integration of technology in education and its impact on learning and teaching. ResearchGate; Sciencedomain International. https://www.researchgate.net/publication/372478475_Integration_of_Technology_in_Education_and_its_Impact_on_Learning_and_Teaching
Dini, G., & Dalle Mura, M. (2015). Application of augmented reality techniques in through-life engineering services. Procedia CIRP, 38, 14–23. https://doi.org/10.1016/j.procir.2015.07.044
Egunjobi, D., & Adeyeye, O. J. (2024). Revolutionizing Learning: The Impact of Augmented Reality (AR) And Artificial Intelligence (AI on Education. International Journal of Research Publication and Reviews, 5(10), 1157–1170. https://doi.org/10.55248/gengpi.5.1024.2734
El Filali, Y., & Krit, S. (2018). Augmented reality types and popular use cases. In Proceedings of the 1st International Conference of Computer Science and Renewable Energies. https://doi.org/10.5220/0009776301070110
Endot, Z., Jamaluddin, R., Ayub, A. F. M., & Puad, M. H. M. (2021). Teacher readiness in implementing the teaching of design and technology and its relationship with self-efficacy and intrinsic motivation. International Journal of Human Resource Studies, 11(4S), 111. https://doi.org/10.5296/ijhrs.v11i4s.19234
Fagbemi, O. (2023). How can AR be used to improve student engagement and learning outcomes? ResearchGate. https://www.researchgate.net/publication/376516389_How_can_AR_be_used_to_improve_student_engagement_and_learning_outcomes
Fasihah, N., Abas, U.-H., Jaffar, M. N., Ahmad, & Norkhairul, M. (2024). Augmented reality technology for Arabic vocabulary learning as a model of Quran reflection for hearing-impaired adults. Ijaz Arabi Journal of Arabic Learning, 7(3), 1117–1129. https://doi.org/10.18860/ijazarabi.v7i3.26641
Fengyu, Z. (2023). The impact of vocabulary learning methods on students’ vocabulary application skills. English Language Teaching and Linguistics Studies, 5(4), 206. https://doi.org/10.22158/eltls.v5n4p206
Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools. International Journal of Research in Education and Science, 1(2), 175–191. https://doi.org/10.21890/ijres.23596
Ghasemi, B., & Hashemi, M. (2011). Foreign language learning during childhood. Procedia - Social and Behavioral Sciences, 28(28), 872–876. https://doi.org/10.1016/j.sbspro.2011.11.160
Golzar, J., Tajik, O., & Noor, S. (2022). Convenience sampling. International Journal of English Language and Literature Studies, 1–2, 72. https://doi.org/10.22034/ijels.2022.162981
Gopnik, A. (2015). When younger learners can be better (or at least more open-minded) than older ones. Current Directions in Psychological Science. https://journals.sagepub.com/doi/10.
Gu, P. (2020). Vocabulary learning in a second language: Person, task, context and strategies. https://www.semanticscholar.org/paper/Vocabulary-Learning-in-a-Second-Language%3A-Person%2C-Gu/b2cdb327928cdcb9063c9b3ac8e8532c618b702c?sort=relevance&queryString=vocabulary%20learning%20strategies%20between%20learner%20of%20arabic%20major%5C
Gupta, S., Abbas, A. F., & Srivastava, R. (2022). Technology acceptance model (TAM): A bibliometric analysis from inception. Journal of Telecommunications and the Digital Economy, 10(3), 77–106. https://doi.org/10.18080/jtde.v10n3.598
Hady, R., Nasri, U., Multazam Hajras, Muhammad Hasyim, & Rahmatullah, A. J. (2025). The revolution of Arabic language learning: Integration of digital technology in 21st century education. Jurnal Ilmiah Profesi Pendidikan, 10(2), 1593–1599. https://doi.org/10.29303/jipp.v10i2.3444
Hakim, A. R., Muassomah, M., & Salsabila, E. L. (2023). Arabic learning challenges. 475–482. https://doi.org/10.2991/978-2-38476-002-2_45
Hanefarezan Asbulah, L., Sahrim, M., Mohd Soad, N. F. A., Mohd Rushdi, N. A. A., & Deris, M. A. H. (2022). Teachers’ attitudes towards the use of augmented reality technology in teaching Arabic in primary school Malaysia. International Journal of Advanced Computer Science and Applications, 13(10), 465–466. https://thesai.org/Downloads/Volume13No10/Paper_55-Teachers_Attitudes_Towards_the_Use_of_Augmented_Reality_Technology.pdf
Hasnah, S., Idhan, M., & Jabir, M. (2024). Contextual teaching strategies in Arabic language education: Bridging theory and practice for enhanced learning outcomes. Deleted Journal, 19(2), 281–290. https://doi.org/10.21111/attadib.v19i2.13091
Heidar (Amir) Pirzadeh, S., Shanian, S., Abdelwahab Hamou-Lhadj, & Ali Reza Mehrabian. (2011). The concept of stratified sampling of execution traces. ResearchGate. https://www.researchgate.net/publication/221219703_The_Concept_of_Stratified_Sampling_of_Execution_Traces
Herawati, E., & None Ainil Mawaddah. (2023). Enriching Arabic vocabulary: Examining the impact of Quranic word-by-word translation on student proficiency. Peradaban Journal of Interdisciplinary Educational Research, 1(1), 34–51. https://doi.org/10.59001/pjier.v1i1.98
Herlo, D. (2017). Connectivism: A new learning theory? ResearchGate. https://www.researchgate.net/publication/317155829_Connectivism_A_New_Learning_Theory
Hero, J. (2020). Teachers’ preparedness and acceptance of information and communication technology (ICT) integration and its effect on their ICT integration practices. Puissant – a Multidisciplinary Journal, 1(1), 59–76. https://puissant.stepacademic.net
Herpratiwi, H., & Tohir, A. (2022). Learning interest and discipline on learning motivation. International Journal of Education in Mathematics, Science and Technology, 10(2), 424–435. https://doi.org/10.46328/ijemst.2290
Haryati, R., & Salamah, U. (2024). Revitalizing Arabic vocabulary learning through the use of augmented reality media. Kitaba, 2(2), 113–128. https://doi.org/10.18860/kitaba.v2i2.25451
Hong, X., Zhang, M., & Liu, Q. (2021). Preschool teachers’ technology acceptance during the COVID-19: An adapted technology acceptance model. Frontiers in Psychology, 12, 691492. https://doi.org/10.3389/fpsyg.2021.691492
Hoque, E. (2018). Memorization: A proven method of learning. ResearchGate. https://www.researchgate.net/publication/330825027_Memorization_A_Proven_Method_of_Learning
Hu, J. (2024). The challenge of traditional teaching approach: A study on the path to improve classroom teaching effectiveness based on secondary school students’ psychology. Lecture Notes in Education Psychology and Public Media, 50(1), 213–219. https://doi.org/10.54254/2753-7048/50/20240945
Jamrus, M. H. M., & Razali, A. B. (2021). Acceptance, readiness and intention to use augmented reality (AR) in teaching English reading among secondary school teachers in Malaysia. Asian Journal of University Education, 17(4), 312. https://doi.org/10.24191/ajue.v17i4.16200
Ismail, S. N., Omar, M. N., Don, Y., Purnomo, Y. W., & Kasa, M. D. (2022). Teachers’ acceptance of mobile technology use towards innovative teaching in Malaysian secondary schools. International Journal of Evaluation and Research in Education (IJERE), 11(1), 120. https://doi.org/10.11591/ijere.v11i1.21872
Jalil, H. A., Rajakumar, M., & Zaremohzzabieh, Z. (2022). Teachers’ acceptance of technologies for 4IR adoption: Implementation of the UTAUT model. International Journal of Learning Teaching and Educational Research, 21(1), 18–32. https://doi.org/10.26803/ijlter.21.1.2
Joseph, I. (2023). Teachers’ Factors Influencing Adoption And Integration Of Information And Communication Technology Into Teaching And Learning. Emerging Educational Innovation, Creativity And Redrarch For Transformation Of Teaching And Learning In The New Global Realities’. Https://Www.Researchgate.Net/Publication/373171460_teachers
Juryatina, J., & Amrin, A. (2021). Students’ interest in Arabic language learning: The roles of teacher. Journal of Educational Management and Instruction, 1(1), 40–49. https://doi.org/10.22515/jemin.v1i1.3459
Karacan, C. G., & Ako?lu, K. (2021). Educational augmented reality technology for language learning and teaching: A comprehensive review. Shanlax International Journal of Education, 9(2), 68–79. https://doi.org/10.34293/education.v9i2.3715
Khamisu Liman Takalafiya. (2023). The role of learner-focused instruction in teaching Arabic phonemic and phonological awareness: Enhancing language acquisition and proficiency. British Journal of Multidisciplinary and Advanced Studies, 4(5), 112–118. https://doi.org/10.37745/bjmas.2022.0331
Kipli, M., & Khairani, A. Z. (2020). Content validity index: An application of validating CIPP instrument for programme evaluation. International Multidisciplinary Research Journal, 2(4), 31–40. https://doi.org/10.54476/iimrj313
Kropf, D. (2013). Connectivism: 21st century’s new learning theory. https://files.eric.ed.gov/fulltext/EJ1017519.pdf
Legault, L. (2017). Self-determination theory. ResearchGate. https://www.researchgate.net/publication/317690916_Self-Determination_Theory
Mane, M. S. B. (2025). Teachers’ readiness and the integration of technology in teaching. International Journal of Multidisciplinary and Current Educational Research, 7(3), 260–290. https://www.ijmcer.com/wp-content/uploads/2025/05/IJMCER_O0730260290.pdf
Marrahi Gomez, V., & Belda-Medina, J. (2023). The integration of augmented reality (AR) in education. Advances in Social Sciences Research Journal, 9(12), 475–487. https://doi.org/10.14738/assrj.912.13689
Maskor, Z. M., Baharudin, H., Lubis, M. A., & Yusuf, N. K. (2016). Teaching and learning Arabic vocabulary: From a teacher’s experiences. Creative Education, 7(3), 482–490. https://doi.org/10.4236/ce.2016.73049
Mc, R., & Carmine, D. (2022). Using virtual reality to improve learning in children with ADHD. https://doi.org/10.35841/0971-9032.26.2.1244-1249
Md Enzai, N. I., Ahmad, N., Ab. Ghani, M. A. H., Rais, S. S., & Mohamed, S. (2021). Development of augmented reality (AR) for innovative teaching and learning in engineering education. Asian Journal of University Education, 16(4), 99. https://doi.org/10.24191/ajue.v16i4.11954
Mendoza-Ramírez, C. E., Tudon-Martinez, J. C., Félix-Herrán, L. C., Lozoya-Santos, J. de J., & Vargas-Martínez, A. (2023). Augmented reality: Survey. Applied Sciences, 13(18), 10491. https://doi.org/10.3390/app131810491
Muassomah, M., Hakim, A. R., & Salsabila, E. L. (2023). Arabic learning challenges. https://doi.org/10.2991/978-2-38476-002-2_45
Muid, A., & Aminah, A. (2025). Learning theory: Constructivism theories and the implications for Arabic language teaching. https://www.semanticscholar.org/paper/Learning-Theory%3A-Constructivism-Theories-and-The-Muid-Aminah/30243106c4e1a993d8c982f7e2c938ad138925a0
Muniandy, R., S.Kandasamy, S., Subramaniam, M., & Farashaiyan, A. (2022). An Investigation of Malaysian Secondary School Teachers and Students’ Perspectives towards Computer Technology in Education during the Covid 19 Pandemic. Arab World English Journal, 2, 453–465. https://doi.org/10.24093/awej/covid2.30
Mus’ab, S., & Asbulah, L. H. (2023). Augmented reality technology in learning Arabic vocabulary from the perception of university students. International Journal of Interactive Mobile Technologies, 17(21), 79–96. https://doi.org/10.3991/ijim.v17i21.41277
Nihan, S. T. (2020). Karl Pearson’s chi-square tests. Educational Research and Reviews, 15(9), 575–580.
Nikou, S. A. (2025). Motivation as a driver of engagement in augmented-reality learning in primary schools. TechTrends. https://doi.org/10.1007/s11528-025-01157-y
Nikou, S. A., Economides, A. A., & Perifanou, M. (2022). Teachers’ views on integrating augmented reality in education: Needs, opportunities, challenges and recommendations. Future Internet, 15(1), 20. https://doi.org/10.3390/fi15010020
Nikou, S. A., Perifanou, M., & Economides, A. A. (2024). Exploring Teachers’ Competences to Integrate Augmented Reality in Education: Results from an International Study. TechTrends. https://doi.org/10.1007/s11528-024-01014-4
Nur, & Asbulah, L. H. (2023). Higher education students’ engagement and factors that constrain students’ activeness in learning Arabic language. International Journal of Academic Research in Progressive Education and Development, 12(2). https://doi.org/10.6007/ijarped/v12-i2/17265
Parsons, V. L. (2017). Stratified sampling. ResearchGate. https://www.researchgate.net/publication/313793894_Stratified_Sampling
Pelila, J. R. O., Bag-Ongan, Q. F. L., Talania, J. L. P., & Wakat, G. S. (2022). Factors and barriers influencing technology integration in the classroom. Journal of Language Education and Educational Technology, 7(1), 1. https://doi.org/10.33772/jleet.v7i1.18704
Perifanou, M., Economides, A. A., & Nikou, S. A. (2022). Teachers’ Views on Integrating Augmented Reality in Education: Needs, Opportunities, Challenges and Recommendations. Future Internet, 15(1), 20. https://doi.org/10.3390/fi15010020
Qadri, S. B., Mir, M. M., & Khan, M. A. (2023). Exploring the impact of augmented reality on customer experiences and attitudes: A comparative analysis with websites. International Journal of Management Research and Emerging Sciences, 13(2). https://doi.org/10.56536/ijmres.v13i2.421
Rababah, E. (2021). From theory to practice: Constructivist learning practices among Jordanian kindergarten teachers. ResearchGate; Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. https://www.researchgate.net/publication/351614491_From_theory_to_practice_Constructivist_learning_practices_among_Jordanian_kindergarten_teachers
Rahman, S. (2020). The advantages and disadvantages of using qualitative and quantitative approaches and methods in language “testing and assessment” research: A literature review. Journal of Education and Learning, 6(1), 102–112.
Rahmat, A. D., Kuswanto, H., Wilujeng, I., Ilma, A. Z., & Putranta, H. (2023). Teachers’ perspectives toward using augmented reality technology in science learning. Cypriot Journal of Educational Sciences, 18(1), 215–227. https://doi.org/10.18844/cjes.v18i1.8191
Ramadhani, U. H., & Arifin, M. B. U. B. (2024). Augmented reality flashcards for Arabic vocabulary learning. Indonesian Journal of Islamic Studies, 12(2). https://doi.org/10.21070/ijis.v12i2.1756
Richter, A., Mohammadhossein, N., Richter, S., & Thatcher, J. (2025). Navigating augmented reality: Obstacles to use and tactics to overcome them. Business Horizons. https://doi.org/10.1016/j.bushor.2025.03.003
Roebianto, A., Savitri, I., Syaiful, I. A., & Adiyo, R. (2023). Content validity: Definition and procedure of content validation in psychological research. TPM - Testing. https://doi.org/10.4473/TPM30.1.1
Sahib, M. K., Mamat, A., & Adnan, M. A. M. (2020). Vocabulary learning strategies between learners of Arabic major and non-Arabic major at a Malaysia public university. GESJ: Education Science and Psychology, 91–92. https://www.researchgate.net/publication/353175365
Saleem, A., Kausar, H., & Deeba, F. (2021). Social constructivism: A new paradigm in teaching and learning environment. ResearchGate; The Women University Multan, Pakistan. https://www.researchgate.net/publication/358439655_Social_Constructivism_A_New_Paradigm_in_Teaching_and_Learning_Environment
Salim, M. S. (2024). Challenges and innovations in teaching the Arabic grammar to non-native speakers. Integrated Journal for Research in Arts and Humanities, 4(5), 136–147. https://doi.org/10.55544/ijrah.4.5.21
Santos, J. M., & Castro, R. D. R. (2021). Technological pedagogical content knowledge (TPACK) in action: Application of learning in the classroom by pre-service teachers (PST). Social Sciences & Humanities Open, 3(1), 1–8. https://doi.org/10.1016/j.ssaho.2021.100110
Sarip@Khalid, N. A., & Aziz, A. A. (2021). Technology integration in improving ESL learners’ vocabulary: A systematic review. International Journal of Academic Research in Business and Social Sciences, 11(9). https://doi.org/10.6007/ijarbss/v11-i9/10896
Sarkar, B., & Chakraborty, S. (2024). Innovative teaching strategies for enhancing student engagement in the classroom. International Journal of Research Publication and Reviews, 5(7), 4893–4898.
Sarmento, R., & Costa, V. (2017). Descriptive analysis. ResearchGate. https://www.researchgate.net/publication/345213754_Descriptive_Analysis
Shah, K. R. (2019). Effective constructivist teaching learning in the classroom. https://files.eric.ed.gov/fulltext/ED598340.pdf
Shahrul Amri, R. Z., Kamin, Y., & Nor Hisyam. (2024). Integrating augmented reality with cognitive constructivist theory: A systematic review of enhancing… ResearchGate, 4(3 Special Issue), 124. https://doi.org/10.5281/zenodo.14048799
Sharma, S. (2019). Descriptive statistics. ResearchGate. https://www.researchgate.net/publication/333220406_Descriptive_Statistics
Shridhar, S. N., & Thippesh, K. (2023). Empowering students in the digital age: Assessing the digital empowerment level of students in higher education. International Journal of Advanced Academic Studies, 5(8), 41–44. https://doi.org/10.33545/27068919.2023.v5.i8a.1031
Sontay, G., & Karamustafao?lu, O. (2021). Students’ views on the use of augmented reality technology in teaching science. European Journal of Educational Sciences, 8(4), 1–14. https://doi.org/10.19044/ejes.v8no4a1
Sünger, ?., & Çankaya, S. (2019). Augmented reality: Historical development and area of usage. Journal of Educational Technology & Online Learning, 2(3). https://doi.org/10.31681/jetol.615499
S?rakaya, M., & S?rakaya, D. A. (2020). Augmented reality in STEM education: A systematic review. Interactive Learning Environments, 30(8), 1556–1569. https://doi.org/10.1080/10494820.2020.1722713
Surairi, M., Sr., Adam, M., Mukhlis, & Management Department, Universitas Syiah Kuala, Indonesia. (2025). The effect of perceived usefulness and perceived ease of use on technology usage and its impact on technology adoption of new PLN Mobile App: Study on PLN UP3 Banda Aceh office customer. International Journal of Scientific and Management Research, 8(2), 73–83. https://ijsmr.in/doc/ijsmr08_14.pdf
Talan, T., Yilmaz, Z. A., & Batdi, V. (2022). The effects of augmented reality applications on secondary students’ academic achievement in science course. Journal of Education in Science, Environment and Health, 8, 333–347. https://doi.org/10.55549/jeseh.1193695
Techakosit, S., & Wannapiroon, P. (2015). Connectivism learning environment in augmented reality science laboratory to enhance scientific literacy. Procedia – Social and Behavioral Sciences, 174, 2108–2115. https://doi.org/10.1016/j.sbspro.2015.02.009
Titchiev, I., Caftanatov, O., & Talambuta, D. (2023). Challenges associated with using AR technology in education. Computer Science Journal of Moldova, 31(3), 367–380. https://doi.org/10.56415/csjm.v31.19
Tosto, C., Hasegawa, T., Mangina, E., Chifari, A., Treacy, R., Merlo, G., & Chiazzese, G. (2021). Exploring the effect of an augmented reality literacy programme for reading and spelling difficulties for children diagnosed with ADHD. Virtual Reality, 25(3), 879–894. https://doi.org/10.1007/s10055-020-00485-z
Tyson, M. (2021). Impact of augmented reality on vocabulary acquisition and retention. Issues and Trends in Learning Technologies, 9(1). https://files.eric.ed.gov/fulltext/EJ1444185.pdf
Ullah, O., & Iqbal, M. (2020). Students’ conceptual understanding: Teaching methods as a hallmark. Global Regional Review, 5(1), 386–395. https://doi.org/10.31703/grr.2020(v-i).42
Umar, I. N., & Hassan, A. S. A. (2015). Malaysian Teachers’ Levels of ICT Integration and Its Perceived Impact on Teaching and Learning. Procedia - Social and Behavioral Sciences, 197, 2015–2021. https://doi.org/10.1016/j.sbspro.2015.07.586
Vásquez-Carbonell, M. (2022). A systematic literature review of augmented reality in engineering education: Hardware, software, student motivation, and development recommendations. https://files.eric.ed.gov/fulltext/EJ1363194.pdf
Vouglanis, N. T. (2024). Teaching a foreign language through ICT to students with dyslexia and attention deficit hyperactivity disorder (ADHD) and the role of ICTs. GSC Advanced Research and Reviews, 21(1), 403–411. https://doi.org/10.30574/gscarr.2024.21.1.0394
Wan Daud, W. A. A., Abdul Ghani, M. T., Abdul Rahman, A., Mohamad Yusof, M. A. B., & Amiruddin, A. Z. (2021). ARabic-Kafa: Design and development of educational material for Arabic vocabulary with augmented reality technology. Journal of Language and Linguistic Studies, 17(4), 1760–1772. https://doi.org/10.52462/jlls.128
Wedyan, M., Elshaweesh, O., Alfalah, S. F. M., & Alazab, M. (2022). Augmented reality-based English language learning: Importance and state of the art. Electronics, 11(17), 2692. https://doi.org/10.3390/electronics11172692
Wei, C. Y., Kuah, Y. C., Ng, C. P., & Lau, W. K. (2021). Augmented reality (AR) as an enhancement teaching tool: Are educators ready for it? Contemporary Educational Technology, 13(3), ep303. https://doi.org/10.30935/cedtech/10866
Wild, F., Klemke, R., Lefrere, P., Fominykh, M., & Kuula, T. (2017). Technology acceptance of augmented reality and wearable technologies. In Communications in Computer and Information Science (pp. 129–141). Springer. https://doi.org/10.1007/978-3-319-60633-0_11
Winarso, W. (2016). Assessing the readiness of student learning activity and learning outcome. Jurnal Pencerahan, 10(2). https://doi.org/10.13170/jp.10.2.5246
Xue, L., Ghazali, N., & Mahat, J. (2025). Artificial intelligence (AI) adoption among teachers: A systematic review and agenda for future research. International Journal of Technology in Education, 8(3), 802–824. https://doi.org/10.46328/ijte.1191
Yaacob, N. A., Osman, M. M., & Bachok, S. (2015). An assessment of factors influencing parents’ decision making when choosing a private school for their children: A case study of Selangor, Malaysia. Procedia Environmental Sciences, 28, 406–417. https://doi.org/10.1016/j.proenv.2015.07.050
Yangambi, M. W. (2023). Impact of School Infrastructures on Students Learning and Performance: Case of Three Public Schools in a... ResearchGate; Scientific Research Publishing, Inc. https://www.researchgate.net/publication/370395131_Impact_of_School_Infrastructures_on_Students_Learning_and_Performance_Case_of_Three_Public_Schools_in_a_Developing_Country
Yan, S., & Adam, Z. (2018). Implementing Quizizz as game-based learning in the Arabic classroom. European Journal of Social Sciences Education, 5(1). https://oarep.usim.edu.my/jspui/bitstream/123456789/12802/1/Implementing%20Quizizz%20as%20Game%20Based%20Learning%20in%20the%20Arabic%20Classroom.pdf
Yasim, I. M. M., Lubis, M. A., Noor, Z. A. M., & Kamarudin, M. Y. (2016). The use of teaching aids in the teaching and learning of Arabic language vocabulary. Creative Education, 7(3), 443–448. https://doi.org/10.4236/ce.2016.73044
Yusoff, M. S. B. (2019). ABC of content validation and content validity index calculation. Education in Medicine Journal, 11(2), 49–54. https://doi.org/10.21315/eimj2019.11.2.6
Zai, F. (2023). The impact of vocabulary learning methods on students’ vocabulary application skills. English Language Teaching and Linguistics Studies, 5(4), 206. https://doi.org/10.22158/eltls.v5n4p206
Zainuddin, N., Sahrir, M. S., Idrus, R. M., & Jaafar, M. N. (2016). Scaffolding a conceptual support for personalized Arabic vocabulary learning using augmented reality (AR) enhanced flashcards. Journal of Personalized Learning, 2(1), 95–103.
Zunita Mohamad Maskor, Baharudin, H., Lubis, M. A., & Yusuf, N. K. (2016). Teaching and learning Arabic vocabulary: From a teacher’s experiences. Creative Education, 7(3), 482–490. https://doi.org/10.4236/ce.2016.73049
Zuo, R., Li, W., & Zhang, X. (2025). Augmented reality and student motivation: A systematic review (2013–2024). Journal of Computers for Science and Mathematics Learning, 2(1), 38–52. https://doi.org/10.70232/jcsml.v2i1.23
Zulkifli, A. R., Haron, S. C., & Nasaruddin, N. S. A. (2026). Integrating Augmented Reality in Primary Arabic Vocabulary Instruction: Teachers’ Acceptance, Readiness, and Pedagogical Implications. International Journal of Academic Research in Progressive Education and Development, 15(1), 1448–1467.
Copyright: © 2026 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode