Developing AR English Courses for Grade 7 Students and the Effect on Students’ Engagement, Vocabulary and Oral Performance

• Main Authors: Hsin-Ying, 張心盈
• Other Authors: Hsin-Yi Chang
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/3g9utu

碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 105 === On the theoretical basis of multimedia learning and situated learning, this research develops an English course, “the name and position of school facilities,” for Grade 7 students by using design-based research. The researcher designed three English courses based on different teaching approaches, including augmented reality (AR) assisted teaching, image/ text enhanced teaching, and traditional dictation teaching. Before the class, we collected students’ pre-tests of English vocabulary and the questionnaires about individual differences, including self-efficacy, intrinsic motivation, extrinsic motivation, and self-regulation. After the course, students took the post-tests of English vocabulary, oral performance, and the questionnaire about cognitive engagement and emotional engagement. Also, we collected students’ feedback and the teacher’s reflection and then analyzed the above materials. The findings are concluded as follows:  The students have positive view on the AR-assisted course. It is considered to be a novel and interesting way to learn English. However, the researcher still have to deal with some technical issues.  All of the three teaching approaches show significant positive effect on students’ learning of English vocabulary, and almost all of the students’ oral performances are at a basic level.  There’s no significant differences in cognitive engagement and emotional engagement of students taught by three different teaching approaches. Therefore, the technical problems of AR-assisted teaching won’t reduce students’ learning engagement.  Among the variables of individual differences, “self-efficacy” shows significant explanatory ability about the learning outcome of “vocabulary” and “oral.” In addition, students in “Group AR” have better performance of “vocabulary” than students in “Group Tradition.” However, the “oral” performance of AR-assisted group is not significantly better than traditional dictation group. In the end, we provide some suggestions and direction for future work.