The effectiveness of augmented reality for English vocabulary instruction of Greek students with intellectual disability
The effectiveness of augmented reality for English vocabulary instruction of Greek students with intellectual disability
复制标题
增强现实技术对希腊智障学生英语词汇教学的有效性
DOI：
--
复制
发表时间：
2022
影响因子：
2.6
通讯作者：
S. Soulis
中科院分区：
文献类型：
--
作者：
Danai Rapti;Demetris Gerogiannis;S. Soulis
对于智障学生来说，有效的外语教学策略是迫切需要的。近年来，增强现实技术（AR）在特殊教育领域的应用取得了可喜的成果。本研究采用AR干预对三名智力障碍学生进行英语词汇教学。本研究采用了一种跨参与者的多探针设计来检验AR干预对学生在食物和动物两个主题类别中识别正确的英语作为外语词汇的反应的有效性。结果显示，三个学生在探究过程中做出的正确回答与AR干预的实施之间存在函数关系。此外，为了评估维持的结果，进行了随访阶段，表明存在积极的维持效果。社会效度也被评估，显示干预方案是实际和有用的。本文还讨论了本研究的局限性和对未来研究的建议。
ABSTRACT For students with intellectual disability the need for effective teaching strategies in Foreign Language Learning is imperative. In recent years, the advent of Augmented Reality (AR) in Special Education has shown promising results. In the present research an AR intervention for English vocabulary instruction of three students with intellectual disability (ID) was implemented. A multiple probe across participants design was used to examine the effectiveness of an AR intervention on the students’ responses regarding identified correct vocabulary items in English as a Foreign Language (EFL) in two thematic categories- food and animals. Results showed a functional relationship between the correct responses made during probe sessions and the implementation of the AR intervention for all three students. In addition, a follow up phase was conducted in order to evaluate the maintained outcomes, suggesting that there was a positive maintenance effect. Social validity was also assessed, indicating that the intervention package was practical and useful. Limitations of the present study and suggestions for future research are also discussed.
DOI：
10.1109/tvcg.2018.2868568
发表时间：
2017-11
影响因子：
5.2
作者：
Adam Ibrahim;Brandon Huynh;J. Downey;Tobias Höllerer;Dorothy M. Chun;J. O'Donovan
通讯作者：
Adam Ibrahim;Brandon Huynh;J. Downey;Tobias Höllerer;Dorothy M. Chun;J. O'Donovan