A review of recent methodologies, technologies and usability in English language content delivery

English Language Teaching (ELT) and content delivery have undergone vast shift in this era of modernization. With analogue content digitized as a common form of knowledge delivery, methodologies equipped with current technologies have produced new perspectives on English Language Learning. This paper reviews the status, context, teaching parameters, assessment parameters, teaching strategies and usability in the current research capacity of ELT, highlighting the current works with technologies in their content delivery methods. Emerging technologies in ELT has also inspires the other spectrum of study involving the usability of technological interfaces, which has evolved constantly with the progression of human and computer interactivity. The aim of this research is to rediscover usability evolution surrounding the technologies in ELT and to redefine the gap existed in between English learning and tools interactivity. Current technologies and usability measures used in ELT will be discussed, highlighting the current trends in gauging interface interaction. A summary of comparative results in the aforementioned works will also be highlighted in this review paper, together with the categorization of reviewed parameters, variables and metrics in ELT. The reviews conducted have shown that there are still many unexplored areas in ELT, ELT technologies and usability in ELT

Examining Thai students' experiences of augmented reality technology in a university language education classroom

Descriptive mixed-methods were employed to investigate the experiences and perceptions of English as a Foreign Language (EFL) Thai students in higher education in integrating Augmented Reality technology (AR) in their reading classroom. Participants were queried on their habitual use of computers and the Internet, their perceptions of the advantages and disadvantages of AR, their experiences in using AR, and their reflective reports of self-efficacy in using AR in creating English vocabulary flashcards as supplemental learning resources. A questionnaire on their use of computers and the Internet was employed with 48 EFL, English-major undergraduates. Subsequently, the participants underwent the Classroom Activity Treatment which comprised 1) the Teacher Showcase, 2) the AR Computer Tutorial, and 3) the Student Showcase, respectively. Classroom observation notes were taken during the three phases. Besides, at the end of each of these three phases, a questionnaire on the acceptance and self-efficacy of AR was administered. Subsequently, 24 students participated in semi-structured interviews to elicit further insights into their perceptions of the effectiveness of AR in EFL instruction and learning. The Technology Acceptance Model 3 (Vankatesh & Bala, 2008) was employed for theoretical perspective on the data. Findings revealed most participants had no prior knowledge or understanding about AR before the study. Participants reported AR as advantageous for stimulating student engagement and motivation, and for enhancing memory and memorization. AR was reported to promote learning and practicing digital literacy skills. Participants reported relatively high levels of self-efficacy in using AR, which were primarily driven by their self-satisfaction, creativity and enthusiasm, peer and teacher assistance, as well as technological training and infrastructure. Participants also reported that they would continue using AR in the future when necessary resources, time, and access were secured, for the purposes of professional productivity and development. Analysis suggested that English education curricula be improved and re-designed to integrate the implementation of AR technology to tailor the learning experiences to the students’ needs and learning styles. Professional development and training should also be provided for teachers and students to educate them in using AR in language education teaching and learning

The Effect of an Augmented Reality App on a Learner’s Desire to Use Electronic Resources During the COVID-19 Epidemic

An innovative tool in the field of e-learning, augmented reality applications help students learn more quickly inside of online classrooms. Due to the rapid spread of COVID-19, conventional methods of instruction had to be put on hold at the outset of the pandemic. In light of the recent COVID-19 epidemic in Asia, this research explores college students perspective on online education using augmented reality software. Based on the idea of planned behavior, this research developed a conceptual model to investigate the attitudes and intentions of college students about the use of an augmented reality app for course-related e-learning. Information from 135 Asian college students was analyzed using structural equation modeling. Students attitudes and a sense of agency over their own actions had the greatest impact on their propensity to embrace augmented reality applications for e-learning, whereas subjective norms had a very little role, as seen by the studys findings. These findings validate students interest in and acceptance of cutting-edge education methods like augmented reality applications

Breaking down the Classroom Walls: Augmented Reality Effect on EFL Reading Comprehension, Self-Efficacy, Autonomy and Attitudes

This study aimed at investigating the effect of Augmented Reality (AR) on college-level EFL students’ reading comprehension, self-efficacy, autonomy and attitudes. It also examined the relationships between self-efficacy, autonomy and attitudes. The sample consisted of (59) male students: an experimental group (n=30) and a control group (n=29), studying English for Academic Purposes at Taif University, Saudi Arabia. The study employed the quasi-experimental approach using a pre-post, nonequivalent control group design. A reading comprehension test, a self-efficacy scale, an autonomy scale and a questionnaire for attitudes were designed to gather the data. The findings indicated that there was a significant difference between the two groups in the reading comprehension post-test in favor of the experimental group. Also, there was a statistically significant difference between the mean score of the pre and post administration of the self-efficacy scale in favor of the post administration. Besides, there was a statistically significant difference between the mean score of the pre and post administration of the autonomy scale in favor of the post administration. The results of one-sample T Test showed that all attitudes items were statistically significant and the grand mean score was statistically significant which indicated that students had positive attitudes towards using Augmented Reality in language learning. Finally, positive significant relationships between students’ self-efficacy, autonomy and attitudes were found

Investigating User Satisfaction: An Adaptation of IS Success Model for Short-term Use

Research investigating the acceptance of information systems mostly focuses on systems designed for long-term use, rather than one-time or short-term use. However, short-term use systems are part of the health information technology portfolio. We propose a theoretical model inspired by the D&M IS Success Model to investigate user satisfaction, as a measure of acceptance, with a web-based decision aid designed for short-term decision-making. We hypothesize that media richness affects perceived usefulness, perceived ease of use, learnability, information quality, perceived social presence, and trust, which eventually affect user satisfaction. We propose a mixed method to test hypotheses using eye-tracking, surveys, and interviews. As a pilot qualitative study (N=8), the survey outcomes indicated that constructs performed well (mean 7-point Likert scores >= 5.15 and mean system usability scale = 75). The eye-tracking and interview results showed that participants prefer multimedia, and pictures and visual designs drew their attention to the decision aid website

The Influence of Mixed Reality on Satisfaction and Brand Loyalty in Cultural Heritage Attractions: A Brand Equity Perspective

Mixed reality technology is being increasingly used in cultural heritage attractions to enhance visitors’ experience. However, how the characteristics of mixed reality affect satisfaction and brand loyalty has not been explored in previous research. The purpose of this study is to identify factors affecting satisfaction with mixed reality experiences at cultural and artistic visitor attractions and their influence on brand loyalty, which is connected with management performance. We propose a theoretical model based on brand equity theory in the context of mixed reality experience. Survey data were gathered from 251 respondents visiting a cultural and artistic visitor attraction in Seoul, Korea using a stratified sampling method. PLS-SEM was employed for the data analysis. The results suggest that the characteristics of mixed reality (interactivity, vividness) not only influence the affective aspects (perceived immersion, perceived enjoyment) of visitors’ experience, but also positively affect brand awareness, brand association, and brand loyalty

Using the Technology Acceptance Model to Analyze K-12 Students’ Behavioral Intention to Use Augmented Reality in Learning

Augmented reality (AR) has gained popularity in K-12 education in the past decades; researchers and educators generally agree that AR is a useful pedagogical tool in teaching because it is grounded on efficient teaching and learning models such as constructivist learning, situated learning, and inquiry-based learning. Research on AR in the K-12 context tends to focus on its impact on learning processes and outcomes. However, it is essential to understand K-12 students’ behavioral intentions of use for AR—their perceptions of usefulness, ease of use, and enjoyment—so that teachers can better design and integrate AR-based learning into their courses. Guided by the framework of the Technology Acceptance Model, this literature review explores K-12 students’ behavioral intention to use AR in their learning.Educatio

Students’ Awareness of Augmented Reality Adoption in Saudi Arabia Universities

Technology has introduced new tools, such as Augmented Reality, in the education realm to improve learning outcomes. Augmented Reality incorporates digital information within the user’s real environment. This will result in new educational opportunities by enhancing the learning experience. This paper is a preliminary study to assess students’ awareness of Augmented Reality adoption in the universities of Saudi Arabia. The data collection for this survey was conducted by means of a quantitative survey using a questionnaire. The study was conducted with a sample of 501 students. Exploratory factor analysis was applied to determine factors related to students’ awareness of adopting Augmented Reality in higher education. Two factors were retrieved: perceived usefulness and perceived pedagogical value. These findings will assist in identifying factors that will encourage the adoption of AR in Saudi Arabian universities. This study is limited to AR awareness. In future, further studies will address other themes that emerged from the survey

How to Enhance Perceived E-learning Usefulness: Evidence from Thai University Students

As perceived usefulness has been acknowledged as a significant predictor of individuals’ behavior, understanding perceived e-learning usefulness among university students is very important to all related universities. Thus, this study aimed to investigate perceived e-learning usefulness among Thai university students. Researchers used a convenience sampling method to gather data from 625 students who were currently studying through an e-learning platform. Among the responses a total sample of 478 contained valid data for structural equation model analysis (SEM). Findings revealed that confirmation and perceived risk showed significant impacts on students’ perceived enjoyment. Finally, students’ perceived usefulness of e- learning was significantly influenced by confirmation and perceived enjoyment, but not perceived risk. Moreover, these findings indicated that the usefulness of an e-learning platform could be highly considered by the students once they confirmed and felt happy with the high performance of their existing e-learning platform. Those students possibly considered less risk which in turn increased their positive perspectives on the usefulness of the e-learning platform.