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Beyond Passive Monitoring: How AR-Enabled Parental Engagement Affects Early Chinese Language Learners
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Author(s): Yan Zhang (Yunnan Normal University, China), Tianyu Wang (Yunnan Normal University, China), Dong Ge (Siam University, Thailand), Yvonne Wei (Assumption University, Thailand), Xiaojun Dong (Mahachulalongkornrajavidyalaya University, Thailand)and Xinyifeng Yao (Shenzhen Jieer Culture Communication Co., Ltd., China)
Copyright: 2026
Volume: 18
Issue: 1
Pages: 24
Source title:
International Journal of Mobile and Blended Learning (IJMBL)
Editor(s)-in-Chief: David Parsons (The Mind Lab by Unitec, New Zealand)and Kathryn Mac Callum (University of Canterbury, Christchurch, New Zealand)
DOI: 10.4018/IJMBL.409359
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Abstract
This study demonstrates augmented reality (AR) effectively promotes parental involvement in children's Chinese language learning. Based on Ellis' second language acquisition framework, a co-learning AR system was developed to turn parental supervision into active learning support. In a 12-week randomized controlled trial, 48 adolescent learners (8–15 years old) were assigned to three conditions: AR-supported learning, traditional classroom instruction, or online learning. Post-normalization test results showed the AR group improved most significantly, with large effect sizes compared to the traditional (d=1.875, P<0.01) and online groups (d=1.75, P<0.01). Qualitative interviews highlighted gains in learner engagement and self-regulation. The findings indicate AR-assisted parent-child interaction bridges formal and informal learning environments, offering new insights for educational technology design in language acquisition.
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