The Research of Applying Speech Recognition and Augmented Reality for Elementary English Learning

• Main Authors: CHANG, WEN-HSIN, 張文馨
• Other Authors: LIN, JEN-CHIH
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/29cvdq

碩士 === 國立臺北教育大學 === 數位科技設計學系(含玩具與遊戲設計碩士班) === 107 === English is a global language. Most people in Taiwan manage English as the second language but lacking the English practicing environment and study stress might cause fear of learning English. The purpose of this study is to design an English learning auxiliary tool with augmented reality and speech recognition which can encourage students to speak English and increase their learning motivation by making students feel interesting. The study is designed as a quasi-experimental, exploring students' motivation and achievement in learning English. This study used two classes of students as the research object, the students of treatment group use augmented reality game with speech recognition to learn English, the students of control group use augmented reality game without speech recognition to learn English. Before and after the test, students fill in the ARCS learning motivation questionnaire and the English test. This study also conducts a questionnaire survey and analyzes the data with an independent sample t-test. The research result shows that having speech recognition does improve the attention and confidence from the viewpoint of the ARCS model. However, no significant improvement can be found in the relevance and satisfaction aspects. Although speech recognition can be useful for both males and females, males' learning motivation is more effective than females. Adding speech recognition also has a significant improvement in learning achievement, while female’s learning outcomes increased more than male’s. Based on the results, it provides recommendations for future research.