## 6 Discussion  
In this research, we conducted a statistical analysis to examine the differences between two groups: An experimental group of students, taught using AR teaching materials; and a control group of students, who were taught by PowerPoint in a traditional teaching approach. In addition to performing reliability and efficiency verification, correlation coefficient and linear regression coefficient analyses were conducted to examine the research hypotheses. The research findings confirmed that learning interest created by AR learning can have a positive impact on the concentration, satisfaction, confidence, and learning effectiveness of ESL students. In the following, we compile the key findings of our statistical analyses and experiments, as well as comparing them to our research hypothesis:  
1. The learning interest of students created in the process of AR-assisted English textbook learning was as expected before and after conducting the research. Thus, Research Hypothesis 1 was confirmed and accepted (as mentioned in Section 5.4); that is, learning interest created by AR teaching materials can have a positive influence on student concentration. In this research, we used airport themes for situational context teaching. In the AR teaching design, the students used smartphones to scan trigger images of airport situational contexts in the classroom and obtained airport-related real-life scenario conversation videos for communication learning. The key point is still whether AR-based teaching content can meet the needs of real-world conversation. Moreover, we have proved that innovative technology can change the teaching approach, as well as the learning style. E-learning using AR is the best example, which has allowed students freedom and convenience by learning using their mobile devices; thus, students can easily become immersed in the situational context E-learning program. 2. Game elements in AR techniques have been considered as a research topic in numerous AR studies [13; 35; 36]. Unlike the previous integration of AR into teaching studies, we considered the learning interest created by AR situational context teaching materials as the independent variable, in order to examine the difference between two groups. The main reason for this is that we wanted to understand the influence of using AR to establish a learning environment on the learning effectiveness. Based on the results of linear regression coefficient analysis, we can conclude that AR-assisted English learning can have a positive impact on learning behavior, learning satisfaction, and learning effectiveness and that, during real-life scenario situational context teaching, student confidence and concentration can be enhanced. Thus, Research Hypothesis 2 was verified. Student satisfaction can be enhanced by use of an AR-assisted  
Figure 8: ARCS model path analysis results of test group learning performance. \({}^{*}p<0.05\), \({}^{**}p<0.01\). interactive English-speaking and listening conversation approach in a situational context teaching classroom. Thus, Hypothesis 3 was validated. Using the AR technique, the English teaching materials can be repeatedly played, thus providing an effective way for students to spontaneously learn and to enhance their English listening, speaking, reading, and writing competence. Thus, AR-assisted English learning can help to enhance learning performance and, so, Hypothesis 4 was also validated. The explanatory value of learning interest in terms of learning effectiveness was interpreted as \(R^{2}\) = 0.156. Because of the short-term (18 week) experimental teaching, the \(R^{2}\) value was low. Under this time limit, only three themes of situational teaching can be experienced, at most. 3. The ARCS model has been emphasized and applied by numerous researchers for the study of learning effectiveness and learning motivation [30; 44; 53; 54; 55].