| Summary: | 碩士 === 中原大學 === 資訊管理研究所 === 107 === In recent years, due to the rapid development of science and technology and the innovationof mobile devices, mobile learning came into being. Mobile devices assisted English learning has also been widely used under this wave of change. This study mainly uses augmented reality and speech recognition as the core technology, and builds an interactive APP based on the English learning materials for second-grade children, in addition to maintaining the existing English textbooks, and using APP as a learning aid. tool. The research method first implements the pre-test stage, and the physical textbook is matched with the English learning CD. The physical textbook is matched with the APP as the post-testing stage. The pre-recorded and posttested English learning videos are recorded for about one month, and the sequence analysis method is used for learning. Behavior coding, analysis and comparison of pre-test and post-test differences, and finally interviewed the teachers of the students with semi-structured interviews to explore whether they are significant in learning behavior patterns among schoolchildren and learn English through the aid of mobile technology. Has the effect been affected? The results of this study are as following:
1. In the pre-test stage, the learning behavior of the children is to listen to the English learning
CD, while covering the contents of the physical teaching materials, and the lack of interaction and content boring in the learning process, so the children are easily influenced by the surrounding things, and behaviors other than learning occur.
2. With the AR-assisted English learning app, the learning behavior in the post-testing stage is mainly to operate the APP to scan the physical teaching materials, to listen to the spoken language problems generated by the APP, and the students to answer in the spoken language.
Immediately through the APP, the students can immediately know the answer. Correct or not, and in addition to repeated listening to spoken language problems, when the speech recognition error, the students will repeatedly listen to the correct pronunciation and then imitate, try and correct the pronunciation, so there will be positive benefits in English pronunciation. In addition, the study found that because APP has interactive effects, students will focus on learning and reduce the occurrence of behaviors outside of learning. Afterwards, students have taken the initiative to ask whether they can use APP to learn English, which proves that using APP can bring positive incentive effect.
3. Through the results collected in interviews with the schoolchildren''s instructors, the auxiliary learning method with the augmented reality English learning APP can indeed stimulate the students'' interest in learning and increase the motivation of learning.
Finally, it is hoped that through the results of this study, it is possible to provide a reference
for future research on the application of augmented reality technology to mobile learning.
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