Augmented Reality Enhanced Cognitive Engagement: Designing Classroom-Based Collaborative Learning Activities for Young Language Learners

Autor/in	Wen, Yun
Titel	Augmented Reality Enhanced Cognitive Engagement: Designing Classroom-Based Collaborative Learning Activities for Young Language Learners
Quelle	In: Educational Technology Research and Development, 69 (2021) 2, S.843-860 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wen, Yun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-020-09893-z
Schlagwörter	Computer Simulation; Educational Technology; Technology Uses in Education; Grade 2; Elementary School Students; Elementary School Teachers; Foreign Countries; Teaching Methods; Ideography; Orthographic Symbols; Singapore + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 02; 2. Schuljahr; Schuljahr 02; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Singapur
Abstract	Augmented Reality (AR) has been applied to education in a variety of subjects, but in comparison to AR in STEM education, research on integrating pedagogical designs with AR in language learning is less mature. This study presents an AR-supported Chinese character learning game designed for young learners and investigates its effects on learners' cognitive engagement in classroom learning. A total of 53 grade 2 students and two teachers from a Singapore government primary school participated in the study. The findings indicate an obvious improvement of students' levels of cognitive engagement in the AR-supported activities. Furthermore, compared with acquiring expert-created content knowledge, students are more continuously engaged in the learning activities designed for enabling self-generated contexts. Suggestions for future system design and pedagogical strategies of leveraging AR to engage young learners in language learning are proposed from this study. The study also provides some insight into how to investigate cognitive outcomes of AR-enabled learning design through analysing learning process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01