Abstract
This paper explores gender differences among the students that used augmented reality (AR) in Iranian secondary schools. Vocabulary learning is considered as basic in foreign language acquisition, and it has a great importance in Iranian language education. Participants of the study were both female and male students due to the fact Iranian schools are considered gender-based. The Iranian education system is not based on co-education, and for this reason male and female students attend different schools. The current study is based on experimental design, and data was collected using pre-test and post-test. The findings show that there are no differences in learning English vocabulary due to gender among the Iranian students who use the AR-based approach.
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