A Study on the Effect of Augmented Reality Use Time on English Learning

• Main Authors: HSIEH, HUNG-SHAN, 謝虹珊
• Other Authors: LIU, YUAN-CHEN
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/tbcj89

碩士 === 國立臺北教育大學 === 教育傳播與科技研究所 === 106 === This study aimed to examine the effects of Augmented Reality(AR) on fifth-grade students' English learning, including the learning attitude and the learning achievement. This study adopted an unequal pre-test and post-test experimental design. The students in two fifth grade classes totaled 47 people in elementary school in New Taipei city served as participants of this study. Two classes were divided into two groups that the first group (learning in class) used the AR English Word Recognizing Test for learning material forty minutes per week, and the second group(learning in and after class) used the AR English Word Recognizing Test for learning material forty minutes per week, and will be allowed free learning during off time at school(almost sixty minutes). The instruction lasted eight weeks. Before and after the experiment, two groups took the English Word Recognizing Test and the English Learning Attitude Questionnaire. The findings of this study were as following: 1. The more fields of AR teaching materials applicated, the longer the time , compared with the single study area, there are significantly differences in the learning effectiveness of English pronunciation. 2. The more fields of AR teaching materials applicated, the longer the time , compared with the single study area, there are significantly differences in the learning effectiveness of English meaning. 3. The more fields of AR teaching materials applicated, the longer the time , compared with the single study area, there are significantly differences in the cognitive and emotional levels of English learning attitude, but no significant difference in the behavioral level.