Enhancing Multimodal Literacy Using Augmented Reality

Autor/inn/en	Yeh, Hui-Chin; Tseng, Sheng-Shiang
Titel	Enhancing Multimodal Literacy Using Augmented Reality
Quelle	In: Language Learning & Technology, 24 (2020) 1, S.27-37 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Computer Simulation; Learning Modalities; English (Second Language); Second Language Learning; College Students; Interpersonal Communication; Visual Learning; Aural Learning; Literacy; Foreign Countries; Tourism; Educational Technology; Taiwan + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Lernumgebung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Collegestudent; Interpersonale Kommunikation; Visual education; Visuelles Lernen; Baugestaltung; Alphabetisierung; Schreib- und Lesefähigkeit; Ausland; Tourismus; Unterrichtsmedien
Abstract	Augmented reality (AR) technology has been used to successfully improve traditional literacy. However, there has been a paradigm shift in literacy education from traditional literacy to multimodal literacy. Little research has explored how students establish effective multimodal meaning-making using AR technology. This study is an investigation of how EFL college students use different multimodal modes to communicate with others using AR technology. Participants were 52 English as a Foreign Language (EFL) students. The collected data included (a) pre-and post-administrations of a multimodal literacy survey, (b) students' use of different modes to introduce tourist spots within the location-based AR app, and (c) students' reflection essays. The results demonstrated that the modes which students used were categorized into visual and auditory forms. The visual mode was composed of visual effects, images, and animations, whose functions were to focus viewers' attention on what is important, provide concrete ideas, process complex information, and promote engagement. The auditory mode consisted of background music and sound effects, which were used to arouse emotional feelings and enhance immersive experiences. The results also revealed that creating the content in a location-based AR app with the combination of different multimodal media significantly improved students' multimodal literacy. (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01