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Universal Access in the Information Society
Erschienen in: Universal Access in the Information Society 2/2019

09.11.2017 | Long Paper

Effects of gender and different augmented reality learning systems on English vocabulary learning of elementary school students

verfasst von: Ting-Chia Hsu

Erschienen in: Universal Access in the Information Society | Ausgabe 2/2019

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Abstract

This study developed and compared two augmented reality learning systems for third-grade students to learn English vocabulary in situated surroundings. One system was developed based on a collective game-based (CGB) design, in which the students had to collect all seven reality targets without being restricted as to which they could start from. The other system was developed based on a sequential-mission gaming (SMG) design, which provided the students with seven stages to complete in sequence. The effects of gender and system on the students’ flow experience, cognitive load, and learning effectiveness were assessed. The results indicated that the students using the two systems had similarly high learning effectiveness. However, those using the CGB system revealed higher flow experience and lower intrinsic cognitive loads in comparison with those using the SMG system. The male students had high flow experience in both systems; however, the flow experience of the females in the CGB system outperformed that of the females in the SMG system.
Vorheriger Artikel Seeing creativity in an augmented experiential learning environment
Nächster Artikel Using an augmented reality-based training system to promote spatial visualization ability for the elderly

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Metadaten
Titel
Effects of gender and different augmented reality learning systems on English vocabulary learning of elementary school students
verfasst von
Ting-Chia Hsu
Publikationsdatum
09.11.2017
Verlag
Springer Berlin Heidelberg
Erschienen in
Universal Access in the Information Society / Ausgabe 2/2019
Print ISSN: 1615-5289
Elektronische ISSN: 1615-5297
DOI
https://doi.org/10.1007/s10209-017-0593-1

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