Chang Hwa Wang

The Effects of Learning Style on Mobile Augmented-Reality-Facilitated English Vocabulary Learning

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.

Applying augmented reality in teaching fundamental earth science in junior high schools

Augmented reality (AR) has educational values which have been used for system development with the purpose of learning. In this paper, we present an AR system of learning the relationship of the earth revolving around the sun. This system was tested on 12-to-14-years-old students. We comprehended student satisfaction by using an AR system in the classroom. Student satisfaction was measured by Technology Acceptance Model (TAM), Informational System Success Model (ISS Model) and student satisfaction in learning. To understand learning achievement, students had pre and post tests respectively. The results showed that this AR system improved learning achievement; also, students had high satisfaction of this system. Besides, there was a positive relationship between technology (device) satisfaction and learning achievement.

Exploring the Effects of Discovery Learning Strategy for Location-Based Historic Retrospection Mobile Game

Studies have indicated that location-based games can attain positive learning effects. However, the importance of the instructional design has been mostly overlooked. This paper aims at exploring the effects of discovery learning for location-based historic retrospection game. An experiment was conducted to analyze the learners achievement and motivation. Discovery learning strategy and rote learning strategy were assigned to the experimental group and the control group respectively. Subjects were randomly assigned to one of the two in small groups of three. A pretest and a posttest were given to evaluate their learning achievement. A questionnaire was also given to investigate the learning motivation resulted from the two different instructional strategies. One month later, a delayed test was given to each group to explore the degree of learning retention. Initial data analyses indicated that different instructional strategies could result in different learning outcomes. We found that although the average learning achievement of discovery learning is not statistically different than that of rote learning, the resulted learning retention is statistically significant between the two groups. We conclude that learned information retains better through discovery learning strategy in a location-based game. This finding should prove valuable for instructional designers of location-based instructional game.

Learner Presence, Perception, and Learning Achievements in Augmented-Reality-Mediated Learning Environments.

ABSTRACT Although research has indicated that augmented reality (AR)–facilitated instruction improves learning performance, further investigation of the usefulness of AR from a psychological perspective has been recommended. Researchers consider presence a major psychological effect when users are immersed in virtual reality environments. However, most research on learner presence has focused on measuring it rather than the factors influencing it. This study explored the relationship between learner perception and presence in an AR-facilitated learning environment. A game-type AR learning process was developed and an experiment was implemented employing a one-group pretest–posttest method. Three sets of research instruments were developed, comprising a learning achievement test, a learners presence inventory, and a questionnaire on learners’ perception of the AR-mediated environment. A total of 60 validated data samples were collected and statistically analysed. The researchers determined that learner presence closely relates to learning achievement and AR learning perception. These results indicate that a more satisfactory AR perception leads to a higher level of learner presence in the AR environment, thereby resulting in more beneficial learning outcomes.

Construction of a Synchronized Multi-Display Augmented Reality Simulation Module for Learning Tidal Effects

In recent years, Augmented Reality (AR) has been widely employed in educational settings. Most instructional ARs developed so far only dubbed a single interactive AR image onto a single object. However, more complicated concept learning may require liking two or more correlated phenomenon. The correlation between the revolution of moon and tidal effects on earth is one of such correlated concepts. In this study, a multi-image instructional AR toolkit was developed that is capable of synchronously illustrating the relation of moon revolution and tidal effects. By rotating the earth-moon physical model, students will be able to view on computer screen the phases of the moon and coordinated tidal effects on earth synchronously. Students satisfactions on AR operations, screen interfaces, and desire to use the AR toolkit were fare. The results of this study would inspire the development of more innovative AR toolkits for instructional applications.

An Analysis of Factors Influencing the User Acceptance of OpenCourseWare

OpenCourseWare (OCW) has been rapidly applied to various countries. However, many OCW users do not have enough learning motivations and some even dropped out in the middle. This study intended to investigate the factors that influence the user intention of using OCW and purposed a theoretical framework named the Theory of User Acceptance of OCW. Questionnaire survey was done to analyze the relationships among external variables, intermediate variables, and dependent variables within the theory. Correlation and multiple regression analyses were done to verify the research hypotheses. The results indicated that in terms of using OCW, the knowledge and experience influences the behavioral attitude; the effect of organization and community influences the subjective norm; and channels to elevate computer literacy influences perceived behavioral control. Moreover, the behavioral attitude, the subjective norm, and perceived behavioral control all influence the user intention. These conclusions also provide validations to the purposed theoretical framework.