To Activate English Learning: Listen and Speak in Real Life Context with an AR Featured U-Learning System

Autor/inn/en	Ho, Shu-Chun; Hsieh, Sheng-Wen; Sun, Pei-Chen; Chen, Cheng-Ming
Titel	To Activate English Learning: Listen and Speak in Real Life Context with an AR Featured U-Learning System
Quelle	In: Educational Technology & Society, 20 (2017) 2, S.176-187 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Cognitive Style; Learning Strategies; Telecommunications; Handheld Devices; Teaching Methods; Educational Technology; Experimental Groups; Adult Learning; Statistical Analysis; Foreign Countries; Taiwan; Embedded Figures Test + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Cognitive styles; Kognitiver Stil; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Telekommunikationstechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Adulte education; Adult training; Erwachsenenbildung; Statistische Analyse; Ausland
Abstract	The increasing advance of mobile devices and wireless technologies has generated great interest in ubiquitous learning (u-learning) among academia, practitioners, and policy makers. However, design elements that incorporate learning styles and learning strategies into u-learning system applications in English as a Foreign Language (EFL) education are still limited. There are two objectives in this research. First, we developed a Ubiquitous Learning Instruction System with Augment Reality features (UL-IAR) to improve the performance of EFL learning with authentic situations. Second, we examined whether different learning strategies and cognitive styles affect learning performance in using UL-IAR. We conducted field experiments to investigate the appropriation of learning strategies and cognitive styles in using UL-IAR to learn EFL. The results showed that learning strategies and users' cognitive styles affect learning performance in using UL-IAR. Individuals with field dependent cognitive style fit enforcing learning strategy better than other users who are field independent and mix field cognitive styles. Our findings provide theoretical and practical insights for pedagogies that are suitable for u-learning. Our findings also contribute to the practice of AR and u-learning system development. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01