exploring the viability of augmented reality-supported flipped classes in english formedical purposes reading comprehension

This study delved into the viability of augmented reality (ar)-supported flipped classes in english for medical purposes reading comprehension. in a 16-session course, the reading comprehension and then workspace performance of 444 students, with commercially-off-the-shelf and self-generated ar-supported flipped classes were compared. the results indicated that the flipped classes brought about a good instructional-learning ambience in post-secondary education for english for medical purposes (emp) reading comprehension and adopting proactive approach for workspace performance. in tandem, the mixed effect model revealed that student participation in the self-generated ar-supported flipped classes yielded a larger effect size (+17.6%) than commercially-off-the-shelf ar-supported flipped classes. analyses produced five contributing moderators of emp reading comprehension and workspace performance: reading proficiency, attitude, manner of practicing, as well as student and teacher role.