| Summary: | 博士 === 國立臺南大學 === 數位學習科技學系博士班 === 101 === Recently, increasing evidences have indicated that digital media and computer systems are emerged to education. Multimedia teaching and learning environments have offered new ways for teachers and learners to interact with various educational resources. Many researchers have mentioned that the AR technologies should better employment in teaching and learning environments. Some researchers have applied AR technology into educational fields, but most of them merely focus on platforms and selected subjects that lack systematic development and materials integration. To address issue, this research focuses on adopting marker-based and markerless-based AR technologies to develop web-based and mobile-based learning systems. These platforms include Augmented Reality English Learning System (ARELS) and Mobile Augmented Reality English Learning App (MARELA). Furthermore, this research utilizes questionnaires, tests, observations, interviews, and sequential analysis to explore the learning achievement, learning motivation, and learning behavior of students learning via proposed approaches.
The results found that the AR English teaching could help students improve the learning performances. The students’ learning achievement in the AR teaching mode was better than that in CAI teaching. Students with different learning achievements in the AR teaching mode have better performance than those in CAI teaching mode. What’s more, students with intermediate and low prerequisite make more progress in the AR teaching mode. In the AR teaching environment, compared with high achieving students, the middle achieving students perform even better.
In addition, ARELS teaching approach could promote the students’ motivation. At the aspect of correlation, the correlation matrix indicates the AR teaching is more related than CAI teaching for the factors of MSQL. The AR English teaching could enhance students’ attention and affect their learning behaviors. Overall, the AR English teaching environment had positive impact on student’s learning achievement, motivation, and behaviors. Students generally accepted the mobile AR English learning environment, so the AR learning materials could be added to worksheets and textbooks.
In the future, the author will make improvement according to the comments and feedbacks from English teachers and students. Also, the AR materials will be developed for other appropriate courses and NFC technology will be embedded in textbook. Moreover, there will be the iOS version of MARELA developed and the author will integrate the system with cloud recognition and cloud database.
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