题名

Exploring the Impact of Combining Augmented Reality (AR) with Cooperative Learning on Students' Motivation and Achievement: A Case Study on a Sport Talent Students' Freshman English Class

并列篇名

探討結合擴增實境（AR）及合作學習對於學生的學習興趣及成效之影響：體育專班之大一英文課程之案例研究

DOI

10.6634/JPSS-CCU.202210_(35).0003

作者

蔡佳靜(Chia-Ching Karen Tsai)

关键词

Augmented Reality (AR) ； Cooperative Learning ； Sport Talent Students ； Freshman English ； 擴增實境 ； 合作學習 ； 體育專長學生 ； 大一英文

期刊名称

文化體育學刊

卷期/出版年月

35輯（2022 / 10 / 01）

页次

20 - 46

内容语文

英文
中文摘要

Augmented Reality (AR) is expected to be a new trend in computer assisted learning due largely to its characteristics of high interactivity, authenticity, and immersion. Since visualization and interactivity may trigger memory retention for students with low English proficiency, and help develop their cognitive ability, applying AR in the language learning context has the potentials to improve students' learning motivation and performance. In addition, as manifested in Vygotsky's (1978) constructivism, individuals can construct their knowledge as well as critical thinking skills through cooperating with others. Therefore, AR as a learning tool to create a cooperative learning environment was employed in the current study as a teaching method. The purpose of the study was to investigate whether there existed differences in motivation and achievement for sport talent students with low English proficiency regarding traditional teaching and AR cooperative learning. Fifty-one sport talent students taking Freshman English courses in the fall semester of 2021 participated in this study. Two different teaching methods - Traditional teaching and AR cooperative learning - were employed prior to and after the mid-term exam, respectively. The results showed that sport talent students exhibited a higher motivation as well as learning achievement under the approach of AR learning than in the traditional teaching environment. The findings have provided some insights into the AR application in English instruction for sport talent students.
英文摘要

擴增實境（AR）被視為電腦輔助學習的新趨勢，在很大的程度上是由於其具備高互動性，真實性和沉浸感的特點。由於視覺化和互動性可能會觸發低英文成就的學生之記憶保留，並有助於發展他們的認知能力，因此在語言學習環境中應用AR的學習法，具有提高學生的動機和表現的潛能。而維高斯基（1978）的社會建構主義中提到，個體在和他人共同合作討論之下，能幫助他們建構知識及增進批判式思考能力。因此，本研究的目的旨在調查在傳統式教學和AR合作學習中，低英文成就的體育專長學生的學習動機和成就是否存在差異。在2021年的上學期，修習大一英文課程的51名體育專長學生參與了本研究。在期中考試之前和之後分別採用了兩種不同的教學方法－傳統式教學及AR合作學習。結果顯示，體育專長學生在接受了AR合作學習後，表現出比傳統式教學中更高的學習動機及英文學習成效。本研究成果針對體育專長學生的英語學習課程設計除了提供一些混成型教學法的實際範例之外，並對於在網路世代的影響下，如何有效整合時下科技於教學情境中，提供了新的課程設計概念。
主题分类 社會科學 > 體育學
参考文献
  1. 張春興, C. X.(2007).教育心理學.台灣=Taiwan:東華出版社=Tunghua.
    連結：
  2. Alizadeh, M.(2019).Augmented/ virtual reality promises for ELT practitioners.Diversity and Inclusion,Tokyo:
  3. Antonioli, M.,Blake, C.,Spark, K.(2014).Augmented reality applications in education.The Journal of Technology Studies,40(2),96-107.
  4. Azuma, R.(1997).A Survey of Augmented Reality.Presence: Teleoperators and Virtual Environments,6(4),355-385.
  5. Bandura, A.(2002).Growing primacy of human agency in adaptation and change in the electronic era.European Psychologist,7,2-16.
  6. Bandura, A.(1977).Self efficacy: Toward a unifying theory of behavioral change.Psycological Review,84,191-215.
  7. Billing, D.(2007).Teaching for transfer of core/key skills in higher education: cognitive skills.Higher Education,53,483-516.
  8. Boisvert, L.(2000).Web-based learning.Information Systems Management,17(1),35-41.
  9. Bonner, E.,Reinders, H.(2018).Augmented and virtual reality in the language classroom: Practical ideas.Teaching English with Technology,18(3),33-53.
  10. Carpenter, J. M.(2006).Effective teaching methods for large classes.Journal of Family & Consumer Sciences Education,24(2),13-23.
  11. Chang, Y. S.,Chen, C. N.,Liao, C. L.(2020).Enhancing English-learning performance through a simulation classroom for EFL students using augmented reality-A junior high school case study.Applied Science,10(7854),1-24.
  12. Chen, J. J.,Ding, Y. Z.,Ruan, M.(2012).Effects of a vocabulary acquisition and assessment system on students´ performance in a blended learning class for English subjects.Computer & Education,58(1),63-76.
  13. Cheng, C. H.,Wang, Y. C.,Liu, W. X.(2019).Exploring the Related Factors in Students´ Academic Achievement for the Sustainable Education of Rural Areas.Sustainability,11,1-22.
  14. Csikszentmihalyi, M.(1975).Beyond Boredom and Anxiety.San Francisco, CA:Jossey-Bass.
  15. Deci, E. (1946).Audiovisual Methods in Teaching. New York:Holt,Reinhart & Winston.
  16. Deci, E. L.,Ryan, R. M.(1985).Intrinsic motivation and self-determination in human behaviour.NY:Plenum.
  17. Dixson, D. D.,Worrell, F. C.(2016).Formative and summative assessment in the classroom.Theory Into Practice,55(2),153-159.
  18. Dunleavy, M.,Dede, C.(2014).Augmented Reality Teaching and Learning.Handbook of Research on Educational Communications and Technology,New York:
  19. Fisher, D.,Frey, N.,Lapp, D.(2008).Shared readings: Modeling comprehension, vocabulary, text structures, and text features for older readers.The Reading Teacher,61(7),548-556.
  20. Godwin, J. R.(2016).Emerging technologies augmented reality and language learning: From annotated vocabulary to place-based mobile games.Language Learning & Technology,20(3),9-19.
  21. Hauck, J. E.,Reynolds, K. M.,Roberts, L. M.(2017).Exploring motivation: Integration the ARCS model with instruction.Reference Service Review,45(2),1-16.
  22. Hockly, N.(2019).Augmented reality.ELT Journal,73(3),328-334.
  23. Jamrus, M. H. M.,Razali, A. B.(2019).Augmented reality in teaching and learning English reading: Realities, possibilities, and limitations.International Journal of Academic Research in Progressive Education and Development,8(4),725-737.
  24. Jarvis, H. A.(2013).Computer-assisted language learning (CALL): Asian learners and users going beyond traditional frameworks.Asian EFL Journal,15(1),190-201.
  25. Johansson, A.(2010).What influences students´motivation for learning English Grammar?.Teacher Program in Institute of Human Science,3,1-29.
  26. John, M.(1995).Multimedia-why and why not.The Computer Teacher,4,16-18.
  27. Johnson, D.W.,Johnson, F.(2009).Joining to¬gether: Group theory and group skills.Boston:Allyn & Bacon.
  28. Karacan, C. G.,Akoglu, K.(2021).Educational augmented reality technology for language learning and teaching: A comprehensive review.International Journal of Education,9(2),68-79.
  29. Keller, J. M.(1987).and use of the ARCS model of instructional design.Journal of Instructional Development,10(3),2.
  30. Keller, J.M.(2010).Motivational Design for Learning and Perfotmance:The ArCS Model Approach.New York:Springer.
  31. Kesler, T.(2010).Shared reading to build vocabulary and comprehension.The Reading Teacher,64(4),272-277.
  32. King, K.(2002).Identifying success in online teacher education and professional development.The Internet and Higher Education,5,231-246.
  33. Kirner, C.,Zorzal, E. R.(2005).Education applications of augmented reality collaborative environments.Proceeding of sixteenth Brazilian Symposium on Informatics in Education
  34. Kolesnikova, I.V.(2016).Future Elementary Teachers' Knowledge and Skills in Selection of Teaching Methods.American Journal of Educational Research,4(10),731-735.
  35. Kristiawan, M.(2013).The Implementation of cooperative learning in English class of favorite School of secondary high school Batusangkar, West Sumatera.International Journal of Educational Administration and Policy Studies,5(6),85-90.
  36. Kurilovas, E.,Zilinskiene, I.,Dagiene, V.(2015).Recommending suitable learning paths according to learners´ preferences: Experimental research results.Computers in Human Behavior,51,945-951.
  37. Kye, B.,Kim, Y.(2008).Investigation of the relationships between media characteristics, presence, flow, and learning effects in augmented reality based learning.International Journal for Education Media and Technology,2(1),4-14.
  38. Latham, D.,Gross, M.(2013).Instructional preferences of first-year college students with below-proficient information literacy skills: A focus group study.College & Research Libraries,74(5),430-449.
  39. Lee, K.(2012).Augmented reality in education and training.TechTrends,56(2),13-21.
  40. Lin, C. C.(2014).Learning English reading in a mobile-assisted extensive reading program.Computer & Education,78,48-59.
  41. Lin, J.,Wang, A.,Du, W.W.(2013).Learning English vocabulary in the Chinese context.International Journal of Language Teaching and Research,12(1),4-11.
  42. Mailk, S.(2009).Effect of intervention training on mental abilities of slow learners.International Journal of Education Science,1(1),61-64.
  43. Milgram, P.,Takemura, H.,Utsumi, A.,Kishino, F.(1994).A class of displays on the reality virtual continumm.Proceeding of Telmanipulator and Telepresence Technologies, SPIE,2351,282-283.
  44. Milgram, P,Kishino, F(1994).A Taxonomy of Mixed Reality Visual Display.IEICE Trans. Information System,E77–D(12),1321-1329.
  45. Molla, E.,Muche, M.(2018).Impact of Cooperative Learning Approaches on Students´ Academic Achievement and Laboratory Proficiency in Biology Subject in Selected Rural Schools, Ethiopia.Education Research International,2018,1-9.
  46. Park, C. C.(2000).Learning style preferences of South-East Asian students.Urban Education,35(3)
  47. Pintrich, P.R.(1989).The dynamic interplay of student motivation and cognition in the college classroom.Advances in motivation and achievement: Motivation enhancing environments,Greenwich, CT:
  48. Rivkin, S.G.,Hanushek, E.A.,Kain, J.F.(2005).Teachers, schools, and academic achievement.Econometrica,73,417-458.
  49. Roberts, A. L.(2009).Santa Cruz,University of California.
  50. Rubenzer, R. L.(1982).Educating the other half: Implications of left/right brain research.The Council for Exceptional Children,264,1-49.
  51. Safar, A. H.,AI-Jafar, A. A.,AI-Yousefi, Z. H.(2017).The effectiveness of using augmented reality apps in teaching the English alphabet to kindergarden children: A case study in the state of Kuwait.Eurasis Journal of Mathematics, Science & Technology Education,13(2),417-440.
  52. Santiago, M. L.,Benito, L. D. B.,Elena, F. C.,Isabel, P. D. R. M,Damián, I.G.(2018).Cooperative Team Learning and the Development of Social Skills in Higher Education: The Variables Involved.Frontiers in Psychology,9,945-951.
  53. Shih, M. H.(2018).Effects of project-based learning on students´ motivation and self-efficacy.English Teaching,73(1),95-114.
  54. Silva, M. M. O.,Roberto, R.,Teichrieb, V.(2015).Evaluation of augmented reality technology in the English language field.Brazilian Symposium on Computer in Education,26(1),577.
  55. Slavin, R.E.(2010).Co-operative learning: what makes group-work.The Nature of Learning:using Research to Inspire Practice
  56. Solak, E.,Cakir, R.(2015).Exploring the effect of materials designed with augmented reality on language learners´ vocabulary learning.Journal of Educators Online,12(2),50-72.
  57. Taskiran, A.(2019).The effect of augmented reality games on English as foreign language motivation.E-Learning and Digital Media,16(2),122-135.
  58. Tobar-Munoz, H.,Baldiris, S.,Fabregat, R.(2017).Augmented reality on language learners´ vocabulary learning.Journal of Educators Online,12(2),50-72.
  59. Tsai, C. C.(2020).The effects of augmented reality to motivation and performance in EFL vocabulary learning.International Journal of Instruction,13(4),987-1000.
  60. Ugwu, I.(2015).Language Teaching Methods: A Conceptual Approach.Obudu Journal of Educational Studies,9,20-34.
  61. Vate-U-Lan, P.(2012).An augmented reality 3d pop-up book: the development of a multimedia project for English language teaching.Proceedings of the Multimedia and Expo (ICME), 2012 IEEE International Conference
  62. Vedadi, S.,Abdullah, Z. B.,Kolivand, H.,Cheok, A. D.,Aris, B. B.(2018).Impact of gender on vocabulary acquisition using augmented reality among iranian seventh grades students.Advanced Science Letters,24(6),4030-4033.
  63. Vogel, J. J.,Vogel, D. S.,Cannon-Bowers, J.,Muse, K.,Wright, M.(2006).Computer gaming and interactive simulations for learning: A meta-analysis.Journal of Educational Computing Research,34(3),229-243.
  64. Vygotsky, L. S.(1978).Mind in society: The development of higher psychological processes.Massachusetts:Harvard University Press.
  65. Webb, N. M.,Nemer, K. M.,Chizhik, A. W.,Sugrue, B.(1988).Equity issues in collaborative group. Assessment: Group composition and performance.American Educational Research Journal,35(4),607-651.
  66. Weiner, B.(1997).Attribution Theory, Achievement Motivation, and the Educational Process.LA:University of California.
  67. Willis, J.(2007).Cooperative learning is a brain turn-on.Middle School Journal,38(4),4-13.
  68. Wu, H. K.,Lee, S. W.Y.,Chang, H. Y.,Liang, J. C.(2013).Current status, opportunities and challenges of augmented reality in education.Computer & Education,62,41-49.
  69. Wu, T. T.(2018).Improving the effectiveness of English vocabulary review by integrating ARCS with mobile game-based learning.Journal of Computer Assisted Learning,34(3),315-323.
  70. Yang, S. X.,Mei, B.(2018).Understanding learners´ use of augmented reality in language learning: Insights from a case study.Journal of Education for Teaching,44(4),511-513.
  71. Yew, E. H. J.,Goh, K.(2016).Problem-Based Learning: An Overview of its Process and Impact on Learning.Health Professions Education,2(2),75-79.
  72. Yoder, J.,Hochevar, C.(2005).Encouraging active learning can improve students´ performance on examinations.Teaching of Psychology,32(2),91-95.
  73. Zhang, B. B.(2020).Application of flipped classroom in college English teaching of Chinese Undergraduate students majoring in Arts and Physical Education.Education, Language and Inter-cultural Communication,490,188-191.
  74. Lee, Y. M. (2009).Sweet burden: teaching English to sport talent students. Taipei teaching Web. 李壹明 (2009)。甜蜜的負擔 : 體育班的英語教學。台北益教網。
  75. 林孟萱, M. X.(2015)。高中體育班英語適性化教學面臨的困境及因應初探。臺灣教育評論月刊，4(4)，140-143。
  76. 陳靜子, C. T.(2017)。台中，中興大學=National Chung-Hsing University。
  77. 黃政傑, C. J.,吳俊憲, J. C.(2007).合作學習發展與實踐.臺北市=Taipei:五南=Wu-Nan.
print cancel