Revisiting the Modality and Redundancy Effect in an Augmented Reality-Based Language Learning Environment

Autor/inn/en	Demir, Bora; Karabiyik, Ceyhun; Özdemir, Muzaffer; Baturay, Meltem
Titel	Revisiting the Modality and Redundancy Effect in an Augmented Reality-Based Language Learning Environment
Quelle	In: Journal of Educational Technology, 19 (2022) 3, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-0559
Schlagwörter	Computer Simulation; Second Language Learning; Vocabulary Development; Difficulty Level; Cognitive Processes; Student Satisfaction; Anxiety; Student Attitudes; Achievement; Predictor Variables; Animation; Narration; Undergraduate Students; Foreign Countries; Educational Technology; Written Language; Program Effectiveness; English (Second Language); Second Language Instruction; Turkey + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Zweitsprachenerwerb; Wortschatzarbeit; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Angst; Schülerverhalten; Performance; Leistung; Prädiktor; Ausland; Unterrichtsmedien; Geschriebene Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Türkei
Abstract	This study examines the effect of modality and redundancy in an Augmented Reality (AR) based language learning environment for teaching vocabulary in a foreign language. The study aims to determine the effectiveness of the redundancy and modality principles, examine the relationship between cognitive load, satisfaction, anxiety, willingness, and achievement, identify predictors of achievement, and understand how students perceive AR-based vocabulary learning in three different presentation modes (animation + narration + text, animation + narration, and animation + text). The study used a pre- and post-test control group quasi-experimental design, with 97 Turkish-speaking undergraduate students from the Faculty of Education at a state university participating. The study participants were divided into three groups and practiced using the same AR-based flashcards in three different modalities (animation + narration + text, animation + narration, and animation + text). After completing a short distractive task during the practice session, the participants were given an achievement test. The analysis of the data revealed that while the group that used animation + narration outscored the other two groups, the difference was only significant between the animation + text group and the animation + narration group, which supported the modality principle. However, there was no significant difference between the animation + narration + text group and the animation + narration group, which did not support the redundancy principle. The study also included qualitative data from a focus group interview to support the quantitative findings. The conclusion of the study is that the principles of CTML (Cognitive Theory of Multimedia Learning) should be reconsidered in relation to the use of AR technology in instructional settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01