TARES: A Game-Based Tangible Augmented Reality English Spelling Mastery System With Minimal Cognitive Load

Abstract

Over an extended period, spelling lessons have consistently played a crucial role in language acquisition, commonly integrated into educational settings to enhance learners’ spelling proficiency. Traditional classroom environments often require learners to spell and write words, leading those facing persistent difficulties to experience anxiety and social disconnection. This challenge is particularly notable in preschool settings where a more interactive approach to spelling sessions could benefit children with difficulties. This research develops a screenless language learning system for spelling acquisition, specifically focusing on minimizing digital screen exposure for preschoolers. The proposed virtual, augmented interface connects with tangible elements and game features. The tangible interface becomes the primary tool for learning, and the system achieves complete accuracy without necessitating learners to hold additional digital devices. The proposed system integrates augmented reality, tangible user interfaces, and serious game-based learning. Utilizing 3D Unity and Vuforia technology, augmented reality and serious game components are employed to create spelling content. The study highlights the importance of tangible letters and objects in conjunction with real-world items to facilitate cooperative and collaborative learning, encouraging social interaction among learners. The proposed learning content levels are adjusted to the age of learners (4-6 years) for alleviating cognitive overload. For gamification, the system incorporates three difficulty levels tailored to three, four, and five-letter words. This structured approach systematically enhances spelling skills while simultaneously addressing the challenge of excessive screen device exposure.

Keywords

• Augmented reality
• cognitive load
• screenless language acquisition system
• tangible interactions