Application of Augmented Reality for Early Childhood English Teaching

Chen, Yanyan; Zhou, Dongbo; Wei, Yu; Yu, Jie

doi:10.1109/iset.2017.34

Cited by 37 publications

(29 citation statements)

References 3 publications

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“…Seven applications contained indoor activities (Y. Chen et al., 2017; Hsu, 2017; Lee et al., 2017), while two had an outdoor activity (Ho et al., 2017; Wu, 2019). Three applications directly augmented real-world scenes (Ho et al., 2017; Lee et al., 2017), while the other six augmented everyday objects (A.…”

Section: Resultsmentioning

confidence: 99%

“…In this type, learners can (a) use physical 2D lettercards or 3D letters to construct a word, phrase or sentence, and view the associated digital letters, sounds, and models/animations of the word on the screen (Boonbrahm et al, 2015;Fan et al, 2018;Zhenming et al, 2017); or (b) place a 2D picture flashcard under a tablet to trigger several 2D digital letters on the display, and then reorder the digital letters through the direct dragging on the screen (Y. Chen et al, 2017;Pu & Zhong, 2018). For example, in the AR application presented by Boonbrahm et al (2015), learners can mix letters to make a word; and if the word matches the name of the animal, that 3D animal will pop up and start doing some activity.…”

Section: Rq1: Types Of Ar Activitiesmentioning

confidence: 99%

See 1 more Smart Citation

Augmented Reality for Early Language Learning: A Systematic Review of Augmented Reality Application Design, Instructional Strategies, and Evaluation Outcomes

Fan

Antle

Warren

2020

Journal of Educational Computing Research

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In this article, we present a systematic review of literature on augmented reality (AR) supported for early language learning. We analyzed a total of 53 papers from 2010 to 2019 using qualitative analysis with complementary descriptive quantitative analysis. Our findings revealed three main AR learning activities: word spelling games, word knowledge activities, and location-based word activities. Our findings also uncovered five main design strategies: three-dimensional multimedia content, hands-on interaction with physical learning materials, gamification, spatial mappings, and location-based features. Several combinations of design and instructional strategies tended to be effective: Learning gains were enhanced by using three-dimensional multimedia with advanced organizers (presentation strategy) and/or using location-based content with learners’ self-exploration (discovery strategy); and motivation was enhanced by using game mechanisms with discovery strategy. We suggest that future designers of AR early language applications should move beyond these basic approaches and consider how unique benefits of AR may be applied to support key activities in early language learning while also considering how to support sociotechnical factors such as collaboration between teachers and learners and different learning contexts. We conclude with a discussion of future directions for research in this emerging space.

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Section: Resultsmentioning

confidence: 99%

Section: Rq1: Types Of Ar Activitiesmentioning

confidence: 99%

Augmented Reality for Early Language Learning: A Systematic Review of Augmented Reality Application Design, Instructional Strategies, and Evaluation Outcomes

Fan

Antle

Warren

2020

Journal of Educational Computing Research

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“…During the review of the scientific literature, examples were identified among authors using AR to support implementing learning models and theories, such as the Situated Learning Theory [12,14,15], Kolb's Experiential Learning Theory [23], or the Constructivist Theory [12], among others.…”

Section: Learning Theories and Augmented Realitymentioning

confidence: 99%

“…More specifically, there are studies on games [11][12][13], applications [14][15][16] and illustrated books [17,18], which use AR to facilitate functionalities that allow teachers to establish new ways of showing relationships and connections for learning, incorporating image and video animations to the illustration of their texts.…”

Section: Introductionmentioning

confidence: 99%

Design, Application and Effectiveness of an Innovative Augmented Reality Teaching Proposal through 3P Model

2019

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Augmented reality (AR) has evolved hand in hand with advances in technology, and today is considered as an emerging technique in its own right. The aim of our study was to analyze students' perceptions of how useful AR is in the school environment. A non-experimental quantitative design was used in the form of a questionnaire in which 106 primary sixth-grade students from six schools in the Region of Murcia (Spain) participated. During the study, a teaching proposal using AR related to the content of some curricular areas was put forward in the framework of the 3P learning model. The participants' perceptions of this technique were analyzed according to each variable, both overall and by gender, via a questionnaire of our own making, which had previously been validated by AR experts, analyzing its psychometric qualities. The initial results indicate that this technique is, according to the students, useful for teaching the curriculum. The conclusion is that AR can increase students' motivation and enthusiasm while enhancing teaching and learning at the same time.Appl. Sci. 2019, 9, 5426 2 of 16 of AR and boost its development, showing how satisfaction, motivation and other positive variables are manifested in the participants in a noticeable way after its implementation. Conceptualization and TerminologyCaudell and Mizell [4], who coined the concept, define AR as a technology that enhances the user's field of vision with the information necessary to perform a task, thanks to computational processes that can transform and chart simple graphics in real time. Milgram and Kishino [5] add to this definition when they describe AR as any case in which a real environment is enhanced with virtual objects (computer graphics). Likewise, they present the term within a taxonomy (a virtuality continuum), in which all the possible types of viewing appear. Within this continuum, the real and virtual elements coexist in a single mixed reality space where AR is closer to the entirely real environment than to the entirely virtual environment. Another pioneer, Azuma [6], sees AR as a variation of virtual environments which enables the user to see reality through superimposed objects.It is noteworthy that some authors [7,8] have contradicted the idea of presenting AR conceptually as a technology in the strict sense, since it can be based on technology or understood as a resource that can accompany technology or draw from it, which means that it is necessary to interpret it beyond this exclusively classificatory treatment. Hence, one approach to this issue could be that AR is an emerging technique which is mediated by technology and which enables the superimposition of virtual information on a real environment, thus facilitating access to the borders of mixed reality, which can be two-or three-dimensional.

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“…Papildytos realybės technologija kuria prielaidas vaikų vizualiniam ir garsiniam mokymuisi integruojant nuotraukas, vaizdo įrašus ir kitą informaciniuose šaltiniuose randamą informaciją. Chen (2017) tvirtina, kad papildytos realybės technologijos naudojimas praturtina vaikų vaizduotę ir pažinimą, skatina veiksmingai mokytis skaityti, skaičiuoti, pažinti aplinką per patirtines situacijas. Pasak Lee (2008), kai ugdymo turiniui įgyvendinti pasitelkiama papildytos realybės technologija, mokymosi procesas tampa įdomus, smagus, taip pat didėja mokymosi efektyvumas.…”

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The Usage of Books Containing Augmented Reality Technology in Preschool Education

Kelpšienė¹

2020

PED

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The article analyses the importance of augmented reality technology in preschool education. It discloses augmented reality functions, digital tools and smart devices that supplement Lithuanian language books for preschool children, and the situation of their application in the process of preschool education. The results of the analyses show that books with augmented reality technology are perfectly suitable for developing the skills of cognition of the environment, exploration, perception, and expression of emotions and artistic expression. In addition, children learn to use software and other different digital tools. The results of the study of educators’ insights suggest that there is a whole range of ways to use books with augmented reality technology. The usage of books containing augmented reality technology provides opportunities to enrich the traditional educational methods and to make them more effective. These books supplement the educational process and encourage both - educators and children to develop the following skills: cognition of the environment, the concentration of attention, training of memory, enrichment of vocabulary, learning to read, creativity, learning sounds, ability to use software. According to the information provided by foreign researchers the most commonly used technologies in education are: mobile applications; augmented reality based on the motionsensing program; picture books with augmented reality technology; augmented reality game systems. The usage of books containing augmented reality for education opens up new learning opportunities.

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Application of Augmented Reality for Early Childhood English Teaching

Cited by 37 publications

References 3 publications

Augmented Reality for Early Language Learning: A Systematic Review of Augmented Reality Application Design, Instructional Strategies, and Evaluation Outcomes

Augmented Reality for Early Language Learning: A Systematic Review of Augmented Reality Application Design, Instructional Strategies, and Evaluation Outcomes

Design, Application and Effectiveness of an Innovative Augmented Reality Teaching Proposal through 3P Model

The Usage of Books Containing Augmented Reality Technology in Preschool Education

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