Book Review: “AReal-Vocab’: An Augmented Reality Mobile Application for English Vocabulary Learning of Children with Mild Autism

Sep 28, 2026

Uploaded by noah

Book Review: “AReal-Vocab’: An Augmented Reality Mobile Application for English Vocabulary Learning of Children with Mild Autism” addresses how Malaysian English teachers can teach vocabulary to learners with mild autism. The book links limited vocabulary progress to retention, repetitive behaviours and phonological sensitivity as an equity issue, then proposes an AR mobile app. It details instructional design using ADDIE and Taba, and learning principles including Krashen’s input hypothesis, cognitivism, social constructivism and behaviourism, followed by expert validation and formative evaluation with six preschoolers.

LanguageEnglish

CategoryLiterature

FormatPDF

Pages3

Reading Time5 min

AccessFree to download

Book details

Problem and solution overview

Chapter-by-chapter structure

Methodological strengths

Limitations and evaluation constraints

Book Review [https://doi.org/10.52696/BMDF2936](https://doi.org/10.52696/BMDF2936) Reprints and permission: The Malaysian English Language Teaching Association [Wei Lun Wong](Wei Lun Wong colinw@ukm.edu.my)[ ](Wei Lun Wong colinw@ukm.edu.my)[colinw@ukm.edu.my](Wei Lun Wong colinw@ukm.edu.my) [https://orcid.org/0000-0002-4367-0157](https://orcid.org/0000-0002-4367-0157) Book Review: “AReal-Vocab’: An Augmented Reality Mobile Application for English Vocabulary Learning of Children with Mild Autism Wei Lun Wong Faculty of Education Universiti Kebangsaan Malaysia Malaysia BOOK DETAILS “AReal-Vocab’: An Augmented Reality Mobile Application for English Vocabulary Learning of Children with Mild Autism Haida Umiera hashim, Melor Md Yunus & Helmi Norman (2024) Malaysia: Penerbit Universiti Kebangsaan Malaysia ISBN 978-629-486-190-9 Price: RM 28.00 ‘AReal-Vocab: An Augmented Reality Mobile Application for English Vocabulary Learning of Children with Mild Autism’ addresses the challenge Malaysian English teachers face in teaching vocabulary to learners with mild autism. Drawing on local data and UNESCO guidance, the book presents limited vocabulary progress linked to retention, repetitive behaviours and phonological sensitivity as an equity issue. It introduces an augmented reality (AR) mobile app as a solution. The application is designed using the ADDIE and Taba models, Krashen’s input hypothesis, principles ofcognitivism, social constructivism and behaviourism. Rather than a broad technology argument, the book gives Malaysian English language teaching (ELT) teachers a research-driven and practical approach to using AR for vocabulary in line with special education needs and classroom practice. Chapter 1 contextualises autism and language learning globally and locally. It describes government initiatives such as “NASOM’s Early-Intervention” programmes and the “Ministry’s Zero-Reject Policy.” It underlines the need for adaptable lexical support in Malaysian classrooms. Moving to theory, Chapter 2 synthesises key concepts including cognitivism, behaviourism, constructivism, connectivism and Krashen’s second language acquisition theory. It explains how each guides the design. For example, behaviourist reinforcement appears in gadget-based rewards, while constructivist self-paced exploration shapes content delivery. Shifting to national context, Chapter 3 reviews autism education in Malaysia. It maps inclusive education milestones and highlights the limits of “Theory of Mind” that constrain vocabulary uptake. Chapter 4 then explains the design logic. Needs analysis uses discrepancy modelling leads to iterative design under the ADDIE cycle and Taba’s principles. Expert panels in autism, AR and English as second language (ESL) education validated the prototype’s pedagogical, technical and aesthetic soundness. Next, Chapter 5 distils four challenges, namely short retention, restricted behaviours, difficulty with longer words and aversion to shared materials. These emerged from teacher, therapist and parent data. Chapter 6 documents content development. Five lexical domains (Greetings, Family, School Objects, Animals, Weather) were chosen from the syllabus and converted into vibrant flashcards with single line prompts to support “Theory of Mind”connections. The chapter covers 3D modelling in Mixamo and Unity, use of the FRAME model and addition of text recognition for AR vocabulary learning. Chapter 7 reports formative evaluation. All six domain experts found “AReal-Vocab” age-appropriate and motivational with some minor critiqueson graphic consistency. Chapter 8 presents data from six preschoolers with mild autism. Observations and interviews show high engagement. Learners repeated scanning activities and rehearsed target words. In one case, a child replaced nursery rhyme viewing with “AReal-Vocab” sessions. In conclusion, the application’s potential to narrow lexical gaps and support inclusive ELT education

FAQs

What problem does the book focus on for English vocabulary learning?

It focuses on the challenge Malaysian English teachers face when teaching vocabulary to children with mild autism, especially limited progress related to retention, repetitive behaviours, and phonological sensitivity.

How is the AR app designed according to the book?

The design uses ADDIE and Taba models, incorporating Krashen’s input hypothesis and principles from cognitivism, social constructivism, and behaviourism to guide pedagogy and content delivery.

What evidence does the book provide from its evaluation?

It reports formative evaluation where six domain experts judged the app as age-appropriate and motivational, and it presents observations and interviews from six preschoolers showing high engagement and repeated scanning activities.

Sep 28, 2026

Uploaded by noah