Chang, Li -Ting
Graduate Institute of Technology Management, National Chung Hsing University
Email：bmjin0612@gmail.com
Lai, Jung-Yu
Graduate Institute of Technology Management, National Chung Hsing University
Email：jylai@nchu.edu.tw
Abstract
Educational researchers have recognized augmented reality (AR) as a technology with positive impacts on students’ learning outcomes. However, limited research has been carried out to substantiate these claims. In this study, whether using AR-based learning materials could benefit elementary school students in the process of English vocabulary learning was explored, along with the differences in students’ learning styles and their influences on students’ learning motivation.
A quasi-experiment was conducted in this research. All participants were grouped into experimental group and the control group. The experimental group will be treated by using AR-based learning material and paper-based supports, while the control group worked with only traditional, i.e. paper-based, learning support materials.
The ARCS motivation model (Keller, 1987a) was used to evaluate learning motivation of students after the experiment. An English performance test was given to students as an evaluation of students’ learning performances. The quantitative analysis of the questionnaires and the performance tests were conducted to analyze if AR-based learning materials have positive effects on the performances. Meanwhile, learning styles have moderating effects on this relationship.
Finally, a validated mode for integrating English vocabulary learning with AR technology will be proposed. It encourages the further development of the AR-based learning materials or classes and could serve as a reference for educators and learners with the goal of improving learning performance.
Keywords :Augmented reality, Elementary education, E-learning, Interactive learning environment, Motivation