Yi-Hsing Lin｜Teacher, Dong-Hai Elementary School, Taichung City｜gary017@gmail.com
Hung-Shan Hsieh｜Teacher, Cyuchih Elementary School, New Taipei City｜iris52169@yahoo.com.tw
▌Abstract
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 learning effectiveness of after lesson is better than lesson learning used AR teaching materials, there are significantly differences in the learning effectiveness of English pronunciation and meaning.
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 cognitive and emotional levels of English learning attitude, but no significant difference in the behavioral level.
Keywords: Augmented Reality, English learning effectiveness, English learning attitude