An Augmented Paper Game with Socio-Cognitive Support

Autor/in	Wen, Yun
Titel	An Augmented Paper Game with Socio-Cognitive Support
Quelle	In: IEEE Transactions on Learning Technologies, 13 (2020) 2, S.259-268 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wen, Yun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-1382
DOI	10.1109/TLT.2019.2924216
Schlagwörter	Computer Simulation; Chinese; Ideography; Elementary School Students; Elementary School Teachers; Language Proficiency; Teaching Methods; Educational Games; Educational Technology; Electronic Learning; Program Effectiveness; Cooperative Learning; Difficulty Level; Student Attitudes; Foreign Countries; Language Teachers; Value Judgment; Singapore + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; China; Chinesen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Educational game; Lernspiel; Unterrichtsmedien; Kooperatives Lernen; Schwierigkeitsgrad; Schülerverhalten; Ausland; Language teacher; Sprachunterricht; Werturteil; Singapur
Abstract	This paper presents an augmented reality-based Chinese character composition game (ARC) that employs augmented papers to engage lower primary school students in collaborative Chinese character learning. A design research approach was used to gain a holistic view of designing, enacting, and evaluating the ARC. The participants included four teachers and five classes of students from two primary schools. The school-based research findings suggested that: (1) the ARC was an effective system for improving beginning learners' orthographic knowledge of Chinese characters, particularly for those students with low Chinese language proficiency; (2) the tangible paper interface engaged students in group work and increased the game playfulness; and (3) students' language proficiency had a significant effect on their perceptions of ease of use and usefulness of the augmented paper game. This paper not only substantiated the potential of the augmented paper as a carrier of educational content, but also instantiated how to implement it to promote social and cognitive supports for interaction and collaboration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01