أسماء مسعودAsmah Mat Saud2025-05-282025-05-282025https://studentrepo.iium.edu.my/handle/123456789/32952This study addresses the problem of limited Arabic vocabulary acquisition among Malaysian secondary school students learning Arabic as an additional language, which negatively affects their comprehension and expression skills. This study aims to develop a prototype module for Arabic vocabulary acquisition using augmented reality technology to enhance interactive and effective vocabulary learning, and motivate learners to learn Arabic independently in an engaging environment, as well as to evaluate its effectiveness. This research employed the design and development research approach introduced by Ritchey and Klein. According to this methodology, the research is divided into three main phases. The first phase involves analysing the students' needs through a questionnaire distributed among 92 students who study Arabic as a compulsory subject at Rawang Integrated Residential School in Malaysia. The analysis explored students’ challenges in learning Arabic vocabulary, preferred learning styles, and their familiarity with augmented reality. In the second phase, the research relied on the Fuzzy Delphi Method (FDM), involving 12 experts in Arabic language education, instructional design, and educational technology. This phase aims to identify the essential elements and their components that should be included in developing the prototype module based on the experts' opinions and final decision. In the third phase, a quasi-experimental design was used with 60 students, and the evaluation included preand post-tests, and students’ perceptions toward using augmented reality in Arabic vocabulary learning. The overall results of the first phase indicated that students agreed they face issues using Arabic vocabulary, confirming that developing this module is required. The results of the second phase identified five elements for creating the prototype module based on objectives, content, educational materials, teaching strategies, and assessment methods. The results of the third phase showed that the educational intervention used in the study had a significant positive impact on the students’ performance in the experimental group. Augmented reality technology contributes to improving the teaching and learning of Arabic vocabulary effectively and innovatively. It is recommended so that it can be used in various curricula.arCopyright International Islamic University MalaysiaAugmented Reality;E-learning;Arabic VocabularyArabic language -- Data processingArabic language -- Computer-assisted instruction for foreign speakersArabic language -- Study and teaching -- Foreign speakersAugmented reality in educationDoctoral Theses