TY - GEN
T1 - The effects of learning style on mobile augmented-reality-facilitated english vocabulary learning
AU - Chen, Cheng Ping
AU - Wang, Chang Hwa
N1 - Publisher Copyright:
© 2015 IEEE.
PY - 2016/1/4
Y1 - 2016/1/4
N2 - The affordance of mobile-based learning, including supporting a more personalized, authentic, situated learning are obvious. Research also revealed that mobile learning had positive effects on Second Language (L2) learning. However, individual differences on learning styles and prior knowledge could significantly affect the learning outcomes. This study aimed to investigate the effects of learning styles (field independence/dependence, FI/FD) and prior English proficiency (high/low) in a mobile augmented reality (AR) facilitated English vocabulary learning. Target subjects were elementary school children learning English as L2 and learning objective was set to memorize/understanding a set of ten English vocabulary. An experiment was done with self-developed AR-facilitated instruction. The results indicated that that FD learners benefitted significantly better from the mobile AR instruction on learning outcome; there was a marginal significant difference between high and low English proficiency learners on learning outcome; and neither learning styles nor prior English proficiency affected learning motivation. These findings indicated that individual differences should be considered while mobile AR L2 vocabulary instruction was applied.
AB - The affordance of mobile-based learning, including supporting a more personalized, authentic, situated learning are obvious. Research also revealed that mobile learning had positive effects on Second Language (L2) learning. However, individual differences on learning styles and prior knowledge could significantly affect the learning outcomes. This study aimed to investigate the effects of learning styles (field independence/dependence, FI/FD) and prior English proficiency (high/low) in a mobile augmented reality (AR) facilitated English vocabulary learning. Target subjects were elementary school children learning English as L2 and learning objective was set to memorize/understanding a set of ten English vocabulary. An experiment was done with self-developed AR-facilitated instruction. The results indicated that that FD learners benefitted significantly better from the mobile AR instruction on learning outcome; there was a marginal significant difference between high and low English proficiency learners on learning outcome; and neither learning styles nor prior English proficiency affected learning motivation. These findings indicated that individual differences should be considered while mobile AR L2 vocabulary instruction was applied.
KW - Augmented reality
KW - English vocabulary learning
KW - Learning style
UR - http://www.scopus.com/inward/record.url?scp=84964615057&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84964615057&partnerID=8YFLogxK
U2 - 10.1109/ICISSEC.2015.7371036
DO - 10.1109/ICISSEC.2015.7371036
M3 - Conference contribution
AN - SCOPUS:84964615057
T3 - 2015 IEEE 2nd International Conference on InformationScience and Security, ICISS 2015
BT - 2015 IEEE 2nd International Conference on InformationScience and Security, ICISS 2015
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 2nd IEEE International Conference on Information Science and Security, ICISS 2015
Y2 - 14 December 2015 through 16 December 2015
ER -