The Effects of Using the Kinect Motion-Sensing Interactive System to Enhance English Learning for Elementary Students

Autor/in	Pan, Wen Fu
Titel	The Effects of Using the Kinect Motion-Sensing Interactive System to Enhance English Learning for Elementary Students
Quelle	In: Educational Technology & Society, 20 (2017) 2, S.188-200 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Elementary School Students; English Instruction; Vocabulary Development; Control Groups; Experimental Groups; Pretests Posttests; Comparative Analysis; Achievement Gains; Computer Assisted Instruction; Computer Games; Statistical Analysis; Retention (Psychology); Quasiexperimental Design; Grade 6; Cognitive Tests; Computer System Design; Interaction; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? English langauage lessons; Englischunterricht; Wortschatzarbeit; Achievement gain; Leistungssteigerung; Computer based training; Computerunterstützter Unterricht; Computer game; Computerspiel; Computerspiele; Statistische Analyse; Merkfähigkeit; School year 06; 6. Schuljahr; Schuljahr 06; Kognitiver Fähigkeitstest; Interaktion; Ausland
Abstract	The objective of this study was to test whether the Kinect motion-sensing interactive system (KMIS) enhanced students' English vocabulary learning, while also comparing the system's effectiveness against a traditional computer-mouse interface. Both interfaces utilized an interactive game with a questioning strategy. One-hundred and twenty participants were chosen from an elementary school. The students were divided into three groups: Kinect, computer-mouse, and control. The participants' vocabularies were evaluated three times during a pre-test, a post-test, and a 1-month post-test. The following results were obtained: (1) there was a partially disordinal interaction relationship between the three groups and the three tests. Post-hoc comparison showed that the three tests have an order relationship. (2) The within group comparisons, both for the motion-sensing and computer-mouse groups which utilized an interactive game with a questioning strategy, displayed a relatively significant long-term retention. (3) In the between group comparison, the two interactive groups (computer-mouse and motion-sensing group) did not reach significant difference in English vocabulary learning. This means the motion-sensing interface of the KMIS was not a key-factor to affecting short-term or long-term learning retention. Therefore, our suggestion is that teachers can adopt interactive games with a questioning strategy to enhance students' long-term English vocabulary retention. (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