Lee and Owens Front-End Analysis for Designing Play-Based Gamified Augmented Reality to Support Arabic Vocabulary Retention in Early Childhood
DOI:
https://doi.org/10.17977/um039v11i22026p404-431Keywords:
Arabic Vocabulary Retention, Augmented Reality, Early Childhood Education, Front-End Analysis, Play-Based GamificationAbstract
Arabic vocabulary instruction in Indonesian early childhood settings often appears successful during teaching but weak at delayed recall. This study reports the front-end analysis phase of a design and development research project that will produce a play-based gamified augmented reality (AR) media for children aged five to six years; the media has not yet been developed, validated, or tested. Data were gathered from thirty children, six teachers, and thirty parents in one kindergarten through a ten-item Arabic vocabulary task administered at three time points, a pronunciation rubric, an attention observation sheet, and two questionnaires, all reviewed by three experts. The ten Lee and Owens analytical lenses were operationalised through explicit data sources, indicators, and analysis procedures, and each indicator was expressed as the gap between the actual condition and a uniform expected condition of 75 per cent of children meeting the individual criterion. The largest observed gap appeared in delayed recall after seven days, where 30.0 per cent of children met the criterion, a gap of 45.0 percentage points. Readiness indicators exceeded the expected condition: 86.7 per cent of children engaged actively in play and 93.3 per cent responded to multimedia stimuli. No teacher reported access to AR media or to media containing a deliberate repetition cycle. Because the design is descriptive, these findings identify retention as the priority design target without establishing the cause of the decline, and the resulting framework is offered as a set of design hypotheses for subsequent prototype development and testing.
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