TY - JOUR
T1 - Applying augmented reality in a university English class
T2 - Learners’ perceptions of creativity and learning motivation
AU - Lin, Yu Ju
AU - Wang, Hung chun
N1 - Funding Information:
This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.
Publisher Copyright:
© 2022 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2023
Y1 - 2023
N2 - This study was conducted to explore the effects of an augmented-reality (AR) creative project on English L2 learners’ perceptions of creativity, as well as to investigate how to stimulate students’ learning motivation. The AR project was developed and integrated into the course syllabus of a university English class, and 39 Taiwanese freshmen completed the project step by step. Data for analysis primarily emerged from the Preference Scale, the Instructional Materials Motivation Survey (IMMS), and an AR student survey. Following a pretest-posttest design, this study showed that the participants demonstrated a higher level of favorable perceptions of creative thinking, such as preference for ideation and valuing new ideas, and a lower tendency for premature critical evaluation of ideas, although these differences were non-significant. However, working on the project also led to a significantly higher level of self-awareness of being too busy for new ideas. According to the results of the IMMS, attention yields significantly positive relationships with relevance, confidence, and satisfaction. This finding suggests that the students who were more engaged tended to see the project as relevant to their needs; they were also more confident and had a more satisfying AR experience. Based on the results, pedagogical implications are discussed.
AB - This study was conducted to explore the effects of an augmented-reality (AR) creative project on English L2 learners’ perceptions of creativity, as well as to investigate how to stimulate students’ learning motivation. The AR project was developed and integrated into the course syllabus of a university English class, and 39 Taiwanese freshmen completed the project step by step. Data for analysis primarily emerged from the Preference Scale, the Instructional Materials Motivation Survey (IMMS), and an AR student survey. Following a pretest-posttest design, this study showed that the participants demonstrated a higher level of favorable perceptions of creative thinking, such as preference for ideation and valuing new ideas, and a lower tendency for premature critical evaluation of ideas, although these differences were non-significant. However, working on the project also led to a significantly higher level of self-awareness of being too busy for new ideas. According to the results of the IMMS, attention yields significantly positive relationships with relevance, confidence, and satisfaction. This finding suggests that the students who were more engaged tended to see the project as relevant to their needs; they were also more confident and had a more satisfying AR experience. Based on the results, pedagogical implications are discussed.
KW - ARCS model
KW - English as a second/foreign language
KW - Perceptions of creativity
KW - augmented reality
KW - immersive learning
KW - learning motivation
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U2 - 10.1080/17501229.2022.2040513
DO - 10.1080/17501229.2022.2040513
M3 - Article
AN - SCOPUS:85125398095
SN - 1750-1229
VL - 17
SP - 291
EP - 305
JO - Innovation in Language Learning and Teaching
JF - Innovation in Language Learning and Teaching
IS - 2
ER -