Effects of gender and different augmented reality learning systems on English vocabulary learning of elementary school students

研究成果: 雜誌貢獻文章

4 引文 斯高帕斯(Scopus)

摘要

This study developed and compared two augmented reality learning systems for third-grade students to learn English vocabulary in situated surroundings. One system was developed based on a collective game-based (CGB) design, in which the students had to collect all seven reality targets without being restricted as to which they could start from. The other system was developed based on a sequential-mission gaming (SMG) design, which provided the students with seven stages to complete in sequence. The effects of gender and system on the students’ flow experience, cognitive load, and learning effectiveness were assessed. The results indicated that the students using the two systems had similarly high learning effectiveness. However, those using the CGB system revealed higher flow experience and lower intrinsic cognitive loads in comparison with those using the SMG system. The male students had high flow experience in both systems; however, the flow experience of the females in the CGB system outperformed that of the females in the SMG system.

原文英語
頁(從 - 到)315-325
頁數11
期刊Universal Access in the Information Society
18
發行號2
DOIs
出版狀態已發佈 - 2019 六月 1

ASJC Scopus subject areas

  • Software
  • Information Systems
  • Human-Computer Interaction
  • Computer Networks and Communications

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