Using augmented‐reality‐based mobile learning material in EFL English composition: An exploratory case study

Liu, Pei-Hsun Emma; Tsai, Ming‐Hsiu

doi:10.1111/j.1467-8535.2012.01302.x

Cited by 131 publications

(71 citation statements)

References 4 publications

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“…It can made student feeling interesting and spending more time to learn language learning [8]. Through AR-Based Mobile Learning material, also can help students to understand the lesson because students are directly involved in learning activities [9].…”

Section: Introductionmentioning

confidence: 99%

Mobile Based for Basic English Learning Assessment with Augmented Reality

Syarifudin¹,

Suharjito²

2020

Adv. sci. technol. eng. syst. j.

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Nowadays Augmented Reality (AR) is very popular in teaching and learning, especially in leading student to observe learning material targets which supported by online learning resources using mobile device and wireless technology. Because English is a foreign language, most students have problems in learning English. Generally, their problems were related to low motivation, bad study habit and attitude toward learning. Significantly, formative assessment is important in improving student learning achievement. furthermore, a formative assessment can help teachers to identified students' progress, modify instruction, provide immediately feedback and achieve learning goals. The aim of this study was to build Mobile Based Assessment with Augmented Reality based on formative assessment mechanism, examine student's learning achievement, student's acceptance and student's motivation in Basic English Learning. A total of 34 elementary students of Grade 4 were selected to participated in this study. The descriptive analysis was used to analyze and described the data obtained. The result indicated that using Mobile Based Assessment with Augmented Reality based on formative assessment mechanism improved not only student's learning achievement but also student's motivation in Basic English Learning.

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Section: Introductionmentioning

confidence: 99%

Mobile Based for Basic English Learning Assessment with Augmented Reality

Syarifudin¹,

Suharjito²

2020

Adv. sci. technol. eng. syst. j.

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“…Likewise, it must be highlighted that several studies have reached the conclusion that the immersion of students in ARbased training experiences led to an improvement in their learning outcomes (Bongiovani, 2013;Chang, Wu, & Hsu, 2013;Kamarainen et al, 2013;Ko et al, 2011;Liu, 2009;Pasaréti et al, 2011;Pei-Hsun & Ming-Kuan, 2013;Redondo et al, 2012).…”

Section: Educational Applications Of Augmented Realitymentioning

confidence: 99%

The educational possibilities of Augmented Reality

Cabero‐Almenara

Osuna

2016

J. New Approaches Educ. Res.

129

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A large number of emergent technologies have been acquiring a strong impulse in recent years. One of these emergent technologies is Augmented Reality (RA), which will surely have a high level of penetration into all our educational centers, including universities, in the next 3 to 5 years, as a number of different reports have already highlighted. The present paper shows various elements which, in our opinion, play an essential role when it comes to the incorporation of Augmented Reality into teaching, stressing the fact that this incorporation should not entail a technological problem but an educational and didactic issue. A mention is additionally made of several studies which have been performed with regard to the didactic exploitation of this emergent technology, as well as to the potential that it offers us. Our study forms part of an R&D&I initiative undertaken within the framework of the Plan Estatal de Fomento de la Investigación Científica y Técnica de Excelencia 2013-2016 [2013-16 State (National) Plan for the Promotion of Excellence Scientific and Technical Research], with reference EDU2014-57446-P.

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“…Recent studies (Cabero & Barroso, 2016) consider AR as an emerging technology in the field of education, to which the university level can be added (Liu & Tsai, 2013), without ignoring the innovative approaches associated with this application (Wu, Lee, Chang & Liang, 2013). We refer to training ecosystems (Han, Jo, Augmented Reality Applications Attitude Scale Hyun & So, 2015).…”

Section: MD Díaz-noguera P Toledo-morales C Hervás-gómezmentioning

confidence: 99%

Augmented Reality Applications Attitude Scale (ARAAS): Diagnosing the Attitudes of Future Teachers

Noguera¹,

Morales²,

Hervás-Gómez³

2017

tner

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The aim of the presented study is to identify the attitudes of future teachers (in pre-service teacher education) toward Augmented Reality (AR) applications. The innovation experience was carried out in the academic year 2016/17. For the collection of data, the Augmented Reality Applications Attitude Scale (ARAAS), by Küçük, Yilmaz, Baydaş & Göktaş (2014), was adapted to the Spanish context. It is a Likert scale grouped into three dimensions that determine the attitudes of future teachers toward the use of AR applications in education, which are Relevance, Satisfaction and Reliability. In order to analyse data, the statistical software SPSS 23.0 was used. The Bartlett test of sphericity and the Kaiser-Meyer-Olkin (KMO) test for sampling adequacy were also conducted. Results of the study led to the following conclusions: the students developed a favourable attitude in their role as future teachers toward the use of AR applications as learning tools, which have also provided deep learning.

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Using augmented‐reality‐based mobile learning material in EFL English composition: An exploratory case study

Cited by 131 publications

References 4 publications

Mobile Based for Basic English Learning Assessment with Augmented Reality

Mobile Based for Basic English Learning Assessment with Augmented Reality

The educational possibilities of Augmented Reality

Augmented Reality Applications Attitude Scale (ARAAS): Diagnosing the Attitudes of Future Teachers

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