Impactul tehnologiilor AR în promovarea învăţării profunde în contexte educaţionale multilingve [Articol]

Abstract

This paper investigates the potential of augmented reality (AR) as both an educational material and a pedagogical method for promoting deep language learning, with a particular focus on the acquisition of idiomatic expressions and vocabulary in multilingual contexts. he main objective is to conduct a comparative analysis of two AR-based educational initiatives implemented in Spain and the Republic of Moldova, aiming to identify convergences and differences in user perception and application effectiveness. A mixed-methods approach was employed, combining quantitative data (questionnaires applied to a sample of over 100 students) with qualitative insights (open-ended feedback and SWOT analysis). Key indicators evaluated include user satisfaction, task clarity, perceived usefulness, design preferences, and the degree of interactivity. Findings reveal a high level of user satisfaction in both educational settings, with participants considering the AR applications useful or very useful for learning idiomatic expressions. Chi-square analysis showed a statistically significant correlation between gender and satisfaction among Moldovan participants. Cultural differences in design preferences were also observed: Spanish users favored multilingual idiomatic content, while Moldovan users preferred markers with realistic visual themes and animations. Common challenges included technical compatibility issues and a lack of advanced interactive features Based on these findings, the study proposes recommendations for the development of scalable, accessible, and culturally responsive AR applications for education, with strong potential for extension into complementary STEM disciplines.