A Study of Augmented Reality in Vocabulary Learning App Based on Dual-Code Theory

• Main Authors: Tang, Hau-Yi, 鄧巧意
• Other Authors: Hsu, Fang-Cheng
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/d95p4v

碩士 === 龍華科技大學 === 多媒體與遊戲發展科學系碩士班 === 107 === When learning a new language, learners usually found it difficult to memorize new vocabularies. According to the “Dual-code Theory”, applying both visual and verbal information results in a better outcome than using verbal-only material. It helps learners to recall their verbal material by imagery potentiates. The “NMC Horizon Report” implied that virtual reality (VR) and augmented reality (AR) had become a hot topic regarding their influence on the education field. It was proved that AR could lead to an increase of learners’ motivation by simulating an immersion environment which greatly enhanced the learning process. Through examining 30 children aged 5 to 6 in Hong Kong, the present study aimed at investigating AR-based teaching material’s pleasing effect in vocabulary learning, by using an AR-based vocabulary learning APP. Comparison between the AR-based learning method and the traditional flashcard-based learning method was also studied. The results showed that participants scoring higher on both in-class tests than learning with the flashcards. It is suggested that AR-based learning method has a conduce on vocabulary learning, and a high potential to gain similar results in other language learning contexts, along with better learning outcomes.