The Impact of Augmented Reality (AR) on Vocabulary Acquisition and Student Motivation

Although there is a growing body of literature about the use of Augmented Reality (AR) in language learning, research regarding its effectiveness for vocabulary development among secondary students is scarce. This study aims to measure the perception toward AR technology (H1), the effect of its use on vocabulary development (H2), and its impact on student motivation (H3). In this mixed method research based on convenient sampling, 130 students aged 14 to 15 (9th-graders) from two secondary education schools were assigned to an experimental (n = 64) and a control (n = 66) group. Both groups needed to learn 30 geographic terms in English over four weeks. The control group used a traditional method based on a handbook, while the experimental group was exposed to an AR-based lesson containing the same lexical terms. The instruments involved an English pre-post-test about the target vocabulary, a pre-post-survey, and a class discussion. Quantitative and qualitative data were analyzed through SPSS 20 statistical software and a thematic analysis, respectively. The results evidenced positive attitudes and a strong interest in AR integration in language learning. However, no significant differences were observed regarding vocabulary learning performance between both groups of secondary students.This study is part of a larger research project, [The integration of AR in language learning], financed by the Instituto de Ciencias de la Educacion at the University of Alicante (Reference number: 4887)

Current Trends in Game-Based Learning

A myriad of technological options can be used to support digital game-based learning. One popular technology in this context is the mobile device, considering its high penetration rate in our societies, even among young people. These can be combined with other technologies, such as Augmented Reality (AR) or Virtual Reality (VR), to increase students’ motivation and engagement in learning processes.Due to this, there is an emergent need to know and promote good practices in the development and implementation of game-based learning approaches in educational settings. This was the motto for the proposal of the Education Sciences (ISSN: 2227-7102) Special Issue “Current Trends in Game-Based Learning”. This book is a reprint of this Special Issue, collecting a set of five papers that illustrate the contribution of innovative approaches to education, specifically the ones exploring the motivational factors associated with playing games and the technology that may support them

Web Integrated STEM Learning: Effects on Students’ Academic Achievement, Creativity and Metacognitive Awareness

This study examines the effect of teaching with the STEM Cycline of the 'Force and Energy' unit on students' creativity, metacognitive awareness, and academic achievement. The nonequivalent control group design, one of the quasi-experimental models, was used in the study. The study included 54 seventh-grade students studying at a public school in western Turkey, 27 of whom were in the experimental group while 27 were in the control group. The experimental group was taught with the STEM Cycline, whereas the control group took the instruction within the science curriculum framework. The experimental group designed models using Web 2.0 tools related to the given problems and used these models to solve them by printing them from a 3D printer. "Force and Energy Academic Achievement Test", "Scientific Creativity Test" and "Metacognitive Awareness Inventory" were used as data collection tools in the study. SPSS 25.0 package program was used to analyze the data. The results showed that the STEM education in the experimental group increased the academic achievement, creative skills, and metacognitive awareness of the seventh-grade students in the 'Force and Energy' unit. While the students’ academic achievement in the control group increased significantly following the instruction, no difference was observed in their creativity and metacognitive awareness. Suggestions were made according to the results obtained from the study

Game-Based Learning, Gamification in Education and Serious Games

The aim of this book is to present and discuss new advances in serious games to show how they could enhance the effectiveness and outreach of education, advertising, social awareness, health, policies, etc. We present their use in structured learning activities, not only with a focus on game-based learning, but also on the use of game elements and game design techniques to gamify the learning process. The published contributions really demonstrate the wide scope of application of game-based approaches in terms of purpose, target groups, technologies and domains and one aspect they have in common is that they provide evidence of how effective serious games, game-based learning and gamification can be

MIRACLE Handbook : Guidelines for Mixed Reality Applications for Culture and Learning Experiences

Siirretty Doriast

Accommodating student's learning experience through personalized learning style adaptation in computer programming course at Centre for Foundation Studies, IIUM

Teaching and learning computer programming can be difficult, especially for beginners. Since they are not exposed to any computer programming experience, they may face difficulties if the teaching approaches do not match with their learning styles. Computer programming requires the students to understand logical reasoning and syntax and be able to apply them practically for solving programming problems in nearly all disciplines. Mitra [1] claims that most students feel computer programming is a challenging intellectual exercise. At Centre for Foundation Studies, foundation students encounter difficulties in learning and applying computer programming concepts. Some of them perform better in other science subjects, but find difficulties in grasping the computer programming concepts. In this research, we have used Felder-Solomon Learning Style Inventory to identify C Programming’s students for their preferred learning styles. The result of the survey shows that the Engineering/Computer Science students came from mixed learning styles. Therefore, we have adapted Felder-Solomon’s learning style model, and come out with a model of three hybrid categories. This paper will provide detail suggestions for an online learning system based on a selected topic in C Programming. The system will accommodate the students’ learning style in accordance to the modified Felder-Solomon’s learning style model. As a significant contribution to programming educations, our suggestions may further be adopted for designing personalized learning for other disciplines

The role of mobile AR in facilitating nursing independent learning : the student experience

Augmented Reality (AR) is a new technology that creates virtual extra layers on a physical object. It allows bringing digital information into the real environment by blending those two worlds. Interacting with digital content is a unique AR feature that offers new learning opportunities integrated with mobile applications. Smartphone devices can be utilised as AR tools to support interactive learning. Previous research has reported multiple benefits of using mobile AR as a learning tool, including enhancing content understanding, improving long-term memory retention, and increasing student motivation. There are several potentials for utilising AR in the context of nursing education, such as promoting independent learning and facilitating a student-centred learning approach. Comparing to traditional education, the increased use of blended learning in healthcare and nursing education requires students to take more responsibility for their learning. Thus students' independent learning skills have become increasingly important. However, there is a lack of studies focusing on AR technology and independent learning. This research addresses this gap, aiming to investigate the feasibility of utilising AR technology to facilitate independent learning of nursing students while acquiring clinical skills. In this research, a design science research methodology was adopted, consisting of three phases. The first phase – problem identification – reviewed the literature and undertook an exploratory study. The literature revealed that the ability of AR to allow students to be immersed in a realistic experience has attracted educators to use this creative way of learning. Indicating the ability of AR to replace traditional teaching methods, it does this by encouraging self-directed learning between students and supporting student-centred learning (SCL). In SCL, the teacher’s role is as a facilitator who will enable students to learn independently and individually, while the learners are more responsible for their education. AR helps students to control their learning at their own pace and location. Moreover, the exploratory study investigated the current learning approach in terms of supporting independent learning, and 108 nursing students from The University of Salford answered an online questionnaire about their current learning. The results showed that the current learning environment is less supportive of independent learning due to many environmental obstacles, such as lack of feedback, accessibility issues, and lack of realism of manikins in clinical labs. The second phase – solution design – proposed a novel learning AR platform called Nursing Mobile Augmented Reality (NMAR), and the learning activities were designed based on self-regulated learning theory to overcome the current approach limitations. Learning with NMAR introduces a new learning strategy, aiming to enhance students’ independent learning by adding 16 interactive self-assessment. Utilising NMAR allows students the freedom to discover the solution independently and activate their learning. Lastly, the third phase – evaluation – included an experimental lab study, where the NMAR learning environment was deployed to create an overall positive user experience which might motivate the students to be independent learners. A novel NMAR platform to support nursing students was used individually by 34 students at The University of Salford, and both quantitative and qualitative data were collected from the students via questionnaires, screen recordings and semi-structured interviews. The quantitative data were looked at the NMAR aspects, while the qualitative data explored the users’ thoughts and perceptions about their experiences with NMAR. Evaluating the platform, understanding the users’ perception and comparing the current and proposed learning approaches together provide a deeper insight into the comprehensive user experience. The quantitative findings showed statistically significant differences in perceived usefulness scores between the current and NMAR approaches. The qualitative findings confirmed that the NMAR platform facilitates the self-regulated learning process greater extent than does the current approach. Accordingly, the findings of this research revealed that the proposed NMAR learning approach positively enhanced the students’ learning experience while acquiring clinical skills. The results confirmed that AR has a positive role in facilitating independent learning. Thus the research findings are expected to help nursing educators and policymakers to understand the feasibility of adopting AR technology in facilitating independent learning to support nursing education inside and outside the classroom. Furthermore, academia can use the proposed NMAR learning approach as relevant groundwork to initiate other related studies, which might help to fill the gap in the AR learning area

Developing Learning System in Pesantren The Role of ICT

According to Krashen's affective filter hypothesis, students who are highly motivated have a strong sense of self, enter a learning context with a low level of anxiety, and are much more likely to become successful language acquirers than those who do not. Affective factors, such as motivation, attitude, and anxiety, have a direct impact on foreign language acquisition. Horwitz et al. (1986) mentioned that many language learners feel anxious when learning foreign languages. Thus, this study recruits 100 college students to fill out the Foreign Language Classroom Anxiety Scale (FLCAS) to investigate language learning anxiety. Then, this study designs and develops an affective tutoring system (ATS) to conduct an empirical study. The study aims to improve students’ learning interest by recognizing their emotional states during their learning processes and provide adequate feedback. It is expected to enhance learners' motivation and interest via affective instructional design and then improve their learning performance