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Using convenience sampling, the study involved 162 secondary students from three schools, split into an experimental group using AR-based activities and a control group using traditional handbook tasks. A quasi-experimental design with pre- and posttests plus surveys showed stronger retention and comprehension in the experimental group, alongside higher engagement and motivation, indicating AR’s educational value for CLIL implementation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/augmented-reality-in-clil-settings-enhancing-language-and-content-integration/600452/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/augmented-reality-in-clil-settings-enhancing-language-and-content-integration/600452.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What learning outcomes does the study evaluate for AR in CLIL settings?","Question",{"text":112,"@type":113},"It evaluates vocabulary and content learning outcomes, focusing on retention and understanding of English vocabulary and related content.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants assigned to the experimental and control groups?",{"text":117,"@type":113},"Using convenience sampling, 162 secondary education students were divided into an experimental group using AR-based activities and a control group using traditional handbook activities.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results suggest about student attitudes toward AR?",{"text":121,"@type":113},"Students in the experimental group reported higher engagement and motivation, indicating more positive attitudes toward learning when AR is integrated.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600452,1792116643,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","OPEN ACCESS  \nResearch Article  \nContemporary Educational Technology, 2025, 17(2), ep575 ISSN: 1309-517X (Online)  \nAugmented reality in CLIL settings: Enhancing language and content integration  \nJose Belda-Medina 1*  \n 0000-0003-0115-0417  \n1 Department of English Studies, University of Alicante, Alicante, SPAIN  \n* Corresponding author: [jr.belda@ua.es](jr.belda@ua.es)  \nCitation: Belda-Medina, J. (2025) . Augmented reality in CLIL settings: Enhancing language and content integration.  \nContemporary Educational Technology, 17(2), ep575. [https://doi.org/10.30935/cedtech/16109](https://doi.org/10.30935/cedtech/16109)  \nARTICLE INFO ABSTRACT  \n\n| Received: 15 Jul 2024\u003Cbr>Accepted: 5 Feb 2025\u003Cbr>INTRODUCTION | This study investigates the impact of augmented reality (AR) on vocabulary and content learning, as well as attitudes, in a content and language integrated learning (CLIL) setting. The research, based on convenience sampling, involved 162 secondary education students from three schools, divided into an experimental group (EG) and a control group (CG) . The EG engaged in AR-based activities, while the CG used traditional handbook activities. The study’s objectives included evaluating the effectiveness of AR in enhancing learning outcomes and examining student attitudes toward AR. A quasi-experimental design was employed, incorporating pre-and posttests and surveys. Results indicated that the EG showed significantly better retention and understanding of English vocabulary and content compared to the CG, suggesting that AR can enhance educational outcomes. Additionally, students in the EG reported higher levels of engagement and motivation, highlighting AR’s potential to improve student attitudes towards learning. These findings suggest that integrating AR into CLIL settings can provide substantial educational benefits, warranting further exploration and implementation in diverse educational contexts.\u003Cbr>Keywords: augmented reality, CLIL, vocabulary acquisition, secondary education, educational technology |\n| --- | --- |\n\nAugmented Reality in Education  \nTechnology is transforming traditional teaching methodologies, with augmented reality (AR) emerging asa prominent tool for enhancing educational experiences. AR integrates digital information with the physical world, creating interactive and immersive learning environments that can significantly enhance student engagement and outcomes (Belda-Medina, 2022) . The growing body of research on AR in education underscores its potential to transform learning by making abstract concepts more tangible and engaging (Min & Yu, 2023) . This study examines the impact of AR on vocabulary and content learning in a content and language integrated learning (CLIL) setting, a pedagogical approach where subjects are taught in a foreign language to enhance both content and language proficiency (Huertas-Abril et al., 2021) .  \nThe integration of AR in educational settings addresses several challenges associated with traditional teaching methods, particularly the issue of student disengagement. According to Belda-Medina and MarrahiGomez (2023), AR can counteract students’ waning interest by providing a novel and stimulating approach to learning. The hyper-stimulation from new technologies, which often distracts students, can be harnessed to create educational content that is both motivating and instructive. This approach aligns with the constructivist theory of learning, which posits that learners construct knowledge best through active, contextualized, and meaningful experiences (Belda-Medina, 2022; Marrahi-Gomez & Belda-Medina, 2022a) .  \nIn addition to increasing student engagement, AR has been shown to facilitate deeper learning and comprehension. AR can provide contextual and visual support, making it easier for students to understand  \nand remember new vocabulary and concepts (Çelik & Yang ın Ersanlı, 2022) . Furthermore, the interactive nature of AR can cater to various learning styles, of","cbCaib4SHD5DHFb9","https://ap.wps.com/l/cbCaib4SHD5DHFb9","pdf",272496,11,"English","# ARTICLE INFO ABSTRACT\n## INTRODUCTION\n# Augmented Reality in Education\n## AR integration and learning outcomes\n# AR in Content and Language Integrated Learning\n## Benefits for CLIL settings","[{\"question\":\"What learning outcomes does the study evaluate for AR in CLIL settings?\",\"answer\":\"It evaluates vocabulary and content learning outcomes, focusing on retention and understanding of English vocabulary and related content.\"},{\"question\":\"How were participants assigned to the experimental and control groups?\",\"answer\":\"Using convenience sampling, 162 secondary education students were divided into an experimental group using AR-based activities and a control group using traditional handbook activities.\"},{\"question\":\"What do the results suggest about student attitudes toward AR?\",\"answer\":\"Students in the experimental group reported higher engagement and motivation, indicating more positive attitudes toward learning when AR is integrated.\"}]","Augmented reality in CLIL settings - Enhancing language and content integration | PDF",1792090720,28]