Investigating the potential of augmented reality game-based instruction on Chinese EFL learners' vocabulary learning and academic enjoyment.

With the growing interest in integrating technology into language teaching, Augmented Reality (AR) has emerged as a promising tool for enhancing learning experiences. However, there is limited research examining its impact on Chinese English-as-a-Foreign-Language (EFL) learners' vocabulary learning and academic enjoyment. The study aims to explore how innovative teaching approaches, such as AR game-based learning, can enhance Chinese EFL learners' vocabulary acquisition and overall academic enjoyment. Two intact classes of 80 learners each from a large university in China were randomly assigned to either an experimental group, which received AR game-based instruction, or a control group, which received traditional teacher-fronted instruction. A concurrent mixed-methods design was employed. Quantitative data were collected through pretest and posttest vocabulary measures and analyzed using independent-samples t-tests. Findings indicated that although the two groups were comparable at the pretest stage, the experimental group significantly outperformed the control group on the posttest, indicating AR game-based instruction's effect on vocabulary learning. Qualitative data were gathered through learners' narratives and semi-structured interviews and analyzed thematically to explore their perceptions and experiences of academic enjoyment in the AR-supported learning environment. The analysis revealed three major themes: perceived heightened interest through novelty and immersion, perceived enhanced satisfaction through clearer understanding and vocabulary retention, and perceived increased motivation through interactivity and game-like engagement. Taken together, the findings suggest that AR game-based instruction can support both vocabulary development and positive emotional engagement in EFL learning. The study offers implications for teachers, curriculum developers, and educational decision-makers seeking to integrate innovative and emotionally supportive technologies into language education.