The Impact of AR Flashcards on Elementary Students’ English Learning Motivation

Abstract

English proficiency is important in the globalization era, yet elementary students often show low motivation. Observations at SDN 101/II Muara Bungo reveal that learning feels monotonous because teaching is still teacher-centered. AR Flashcards, which combine visual, audio, and 3D elements, are expected to improve motivation. This study examines the influence of AR Flashcards on the English learning motivation of sixth-grade students using a quantitative One-Group Pretest-Posttest design. The subjects were 31 students with a 30-item motivation questionnaire. Data were analyzed using validity, reliability, Shapiro-Wilk, and Wilcoxon tests. The results show that AR Flashcards did not significantly affect motivation (p = 0.024 > 0.05). Other factors, such as limited teaching variation and minimal play strategies, contributed to low motivation, indicating that technology must be supported by creative teaching approaches