The Effect of an Augmented Reality Game-Supported Flipped Learning Model on Cognitive Load, Lexical Retention, and Speaking Fluency in EFL Learners

The incorporation of smart technology into foreign language education has led to the application of innovative teaching methods, such as augmented reality (AR), for their potential to facilitate learning outcomes. This study investigated whether an AR game-supported flipped learning model can influence key aspects of language learning, such as constraints on cognitive resources, vocabulary learning and oral fluency. A total of 51 EFL students were randomly assigned to two groups: the EG, which engaged with AR game-supported flipped learning, and the CG, which adhered to traditional teaching methods. During a 10-week intervention, the EG took part in vocabulary games with AR, scenario-based tasks, and speaking fluency exercises. In contrast, the CG received traditional teacher-centered instruction with a flipped design and were engaged in similar tasks but with the coursebook exercises and practices. A cognitive load scale, a lexical retention test, and a speaking test were employed to collect data. The results indicated that the EG experienced less cognitive load and demonstrated improved vocabulary retention and speaking fluency compared to the CG. The findings highlight the potential of AR technology to enhance foreign language learning by alleviating cognitive load, increasing lexical retention, and speaking fluency in a flipped classroom model. The findings indicate that AR game-supported flipped learning significantly improves language learning, offering a more engaging and effective method for EFL teaching.