Effects of captions and English proficiency on learning effectiveness, motivation and attitude in augmented-reality-enhanced theme-based contextualized EFL learning
Effects of captions and English proficiency on learning effectiveness, motivation and attitude in augmented-reality-enhanced theme-based contextualized EFL learning
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DOI：
10.1080/09588221.2019.1704787
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发表时间：
2020-01-04
影响因子：
7
通讯作者：
Tsai, Chin-Chung
中科院分区：
文献类型：
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作者：
Chen, Ming-Puu;Wang, Li-Chun;Tsai, Chin-Chung
增强现实（AR）通过将数字信息强加于物理环境之上来加深学习交互。本研究采用AR增强的主题情境化学习，旨在考察字幕（非字幕、英文字幕和中文字幕）和英语水平（不熟练和熟练）对初中生英语学习效果、动机和态度的影响。六个班的九年级学生自愿参加了使用平板电脑的实验学习课程。研究采用析因设计，并对参与者的学习表现、动机和态度进行评估。结果表明，字幕对知识理解没有影响，但英语水平对知识理解有显著影响;字幕和英语水平对知识应用的影响表明，英语字幕对低水平学习者的知识应用造成了较高的认知负荷，而高水平学习者在不同字幕条件下的知识应用表现相当。总体而言，学生表现出积极的学习动机，从AR增强的情境化学习。熟练的学习者在自我效能感、主动学习和学习价值观方面的动机更强。所有学习者都表现出了积极的学习态度，其中，不带字幕学习者的自信心和偏好程度更高，熟练学习者的自信心、偏好、学习过程和学习策略程度更高，焦虑程度更低。
Augmented reality (AR) deepens learning interactions by imposing digital information on top of physical settings. This study implemented an AR-enhanced theme-based contextualized learning and aimed to examine the effects of captions (non-caption, English caption and Chinese caption) and English proficiency (less proficient and proficient) on junior high school students' English learning effectiveness, motivation and attitude. Six classes of ninth-graders voluntarily participated in the experimental learning sessions using tablets. A factorial design was employed, and the participants' learning performance, motivation and attitude were evaluated. The results indicated that captions did not affect knowledge comprehension, but English proficiency played a significant role in it. The effects of captions and English proficiency on knowledge application indicated that English captions placed high cognitive load and hindered less proficient learners' knowledge application, but proficient learners performed equally under different caption conditions. Generally, students demonstrated positive motivation toward learning from the AR-enhanced contextualized learning. The proficient learners were more motivated in terms of self-efficacy, proactive learning and learning value. All learners expressed positive attitude toward learning, among whom, those who learned without captions showed greater degrees of confidence and preferences, and the proficient learners showed greater degrees of confidence, preferences, learning process and learning strategy but lower degrees of anxiety.