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Effects of captions and English proficiency on learning effectiveness, motivation and attitude in augmented-reality-enhanced theme-based contextualized EFL learning
Computer Assisted Language Learning ( IF 5.964 ) Pub Date : 2020-01-08 , DOI: 10.1080/09588221.2019.1704787
Ming-Puu Chen, Li-Chun Wang, Di Zou, Shu-Yuan Lin, Haoran Xie, Chin-Chung Tsai

Abstract

Augmented reality (AR) deepens learning interactions by imposing digital information on top of physical settings. This study implemented an AR-enhanced theme-based contextualized learning and aimed to examine the effects of captions (non-caption, English caption and Chinese caption) and English proficiency (less proficient and proficient) on junior high school students’ English learning effectiveness, motivation and attitude. Six classes of ninth-graders voluntarily participated in the experimental learning sessions using tablets. A factorial design was employed, and the participants’ learning performance, motivation and attitude were evaluated. The results indicated that captions did not affect knowledge comprehension, but English proficiency played a significant role in it. The effects of captions and English proficiency on knowledge application indicated that English captions placed high cognitive load and hindered less proficient learners’ knowledge application, but proficient learners performed equally under different caption conditions. Generally, students demonstrated positive motivation toward learning from the AR-enhanced contextualized learning. The proficient learners were more motivated in terms of self-efficacy, proactive learning and learning value. All learners expressed positive attitude toward learning, among whom, those who learned without captions showed greater degrees of confidence and preferences, and the proficient learners showed greater degrees of confidence, preferences, learning process and learning strategy but lower degrees of anxiety.



中文翻译:

字幕和英语水平对增强现实增强主题情境化英语学习中学习效果、动机和态度的影响

摘要

增强现实 (AR) 通过在物理环境之上施加数字信息来加深学习互动。本研究实施了基于 AR 增强主题的情境化学习,旨在检验字幕(非字幕、英文字幕和中文字幕)和英语水平(不太熟练和精通)对初中生英语学习效果的影响,动机和态度。六个班级的九年级学生自愿参加了使用平板电脑的实验学习课程。采用因子设计,评估参与者的学习表现、动机和态度。结果表明,字幕不影响知识理解,但英语水平在其中发挥了重要作用。字幕和英语熟练度对知识应用的影响表明,英语字幕会带来较高的认知负荷,阻碍了不太熟练的学习者的知识应用,但熟练的学习者在不同的字幕条件下表现相同。一般来说,学生表现出从 AR 增强的情境化学习中学习的积极动机。熟练的学习者在自我效能、主动学习和学习价值方面更有动力。所有学习者都表现出积极的学习态度,其中无字幕学习者表现出更高的自信和偏好,熟练的学习者表现出更高的自信、偏好、学习过程和学习策略,但焦虑程度较低。

更新日期:2020-01-08
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