g Ping Chen

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.

A Prototype on a Meta-model for Designing Instructional Pervasive Games

Instructional pervasive game (IPG) is an innovative way in accomplishing m-learning. It has been introduced by various literatures in the past few years. An important critic of IPG is that most game strategy does not take into consideration the anthropological data pertaining to the specific context of use. In response to this issue, we proposed a prototype of a meta-model which puts together several partial perspectives of the IPG discussed in various literatures. Our meta-model emphasizes an urban cultural-rich task as the main goal of an IPG. Context requirement, pedagogy requirement, and design requirement form the main body of the meta-model. The elements of each requirement are also discussed in accordance with the related literatures. We also suggested a set of checklists based on our meta-model. Each set of the checklist depicts specific tasks to be accomplished. These checklists may be served as an initial reference for IPG designers. More rigid verification process for the meta-model is underway to validate the trustworthiness of the model.

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.

The Impacts of Computer Literacy and Learning Enthusiasm on Cognitive Load in Instructional Pervasive Game

Mobile games are different from traditional computer games in terms of their social interactions. Pervasive game (PG) is among one of the mobile games. It has been identified that all computer games have some functions facilitating learning, so as PG. However, it has also been identified that for low prior knowledge and/or less enthusiastic learners, educational games had no more effective than traditional media due to heavy cognitive load. This study intended to examine the effects of prior computer literacy and enthusiasm for cultural exploration on cognitive load. An instructional PG was conducted and a cognitive load inventory was given after the game. Results indicated that both computer literacy and enthusiasm had no effect on cognitive load, only gender, a demographic variable, had an effect. Further research is suggested.

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.