The Effectiveness of an Interactive Augmented Reality E-Book Featuring Local Wisdom of Kalimantan Selatan on English Learning Outcomes
DOI:
https://doi.org/10.56294/saludcyt20252214Keywords:
Augmented reality, interactive e-book, local wisdom, English learning, elementary schoolAbstract
Introduction: The integration of Augmented Reality in education has been recognized as an effective way to increase student engagement and contextualize learning. Growing evidence demonstrates that technology-enhanced learning environments can significantly improve educational outcomes, yet substantial gaps remain in understanding how culturally embedded content affects learning effectiveness. However, research on Augmented Reality-based interactive e-books that incorporate local wisdom in English as a Foreign Language (EFL) learning remains limited in culturally rich regions such as South Kalimantan**. This study addresses the critical need to bridge technological innovation with cultural relevance in elementary English education.**
Objective: This study aims to evaluate the effectiveness of Augmented Reality-based interactive e-books featuring South Kalimantan's local wisdom on elementary students' English learning outcomes compared to conventional teaching methods.
Methods: This quasi-experimental study employed a controlled design to assess learning effectiveness across different student proficiency levels. A total of 163 fifth-grade students from six schools in Banjarmasin participated. Students were randomly assigned to an experimental group (n = 80), which used Augmented Reality-based e-books, and a control group (n = 83), which followed conventional methods. Primary variables measured included English vocabulary comprehension and contextual application skills. Data were collected using validated pre-tests and post-tests, and analyzed using ANCOVA to control for initial ability differences and independent t-tests to compare learning improvement between groups. Data analysis was conducted using SPSS version 26 with a significance level set at α = 0.05.
Results: The findings revealed that the experimental group significantly outperformed the control group in English vocabulary acquisition and contextual application (F = 28.798, p < 0.001, η²p = 0.352). Augmented Reality-based e-books were most effective for students with moderate English proficiency, showing an average improvement of 9.99 points over the control group. In contrast, high-proficiency students showed a slight redundancy effect, performing marginally better with conventional learning. The technology demonstrated differential effectiveness based on student ability levels, with moderate learners benefiting most from the culturally embedded content.
Conclusions: The study concludes that Augmented Reality-based interactive e-books integrating local wisdom significantly enhance English learning outcomes for students with moderate proficiency levels by providing contextual scaffolding and meaningful cultural content. However, high-proficiency learners may experience cognitive redundancy. The findings suggest that the effectiveness of Augmented Reality technology depends on careful consideration of student proficiency levels and appropriate content design. Future research should examine cognitive load and long-term retention to strengthen the pedagogical implications of Augmented Reality-enhanced EFL learning.
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