Augmented Reality Games in Linguistic Education: Model of Cultural Concepts in the Linguistic Worldview of Philology Students

Autor/inn/en	Khamitova, Makpal; Tymbolova, Altynay; Omarbayeva, Gulmira; Zholshayeva, Maira
Titel	Augmented Reality Games in Linguistic Education: Model of Cultural Concepts in the Linguistic Worldview of Philology Students
Quelle	In: Education and Information Technologies, 28 (2023) 10, S.13647-13663 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-023-11765-x
Schlagwörter	Psycholinguistics; Sociolinguistics; Foreign Countries; Computer Simulation; Turkic Languages; Departments; Universities; Cultural Awareness; Computer Games; Student Attitudes; Learning Processes; Learning Motivation; Student Surveys; College Students; Relevance (Education); World Views; Kazakhstan + Suchen Sie Ihr Suchwort? Psycholinguistik; Soziolinguistik; Ausland; Computergrafik; Computersimulation; Turkish; Türkisch; Department; Abteilung; University; Universität; Cultural identity; Kulturelle Identität; Computer game; Computerspiel; Computerspiele; Schülerverhalten; Learning process; Lernprozess; Motivation for studies; Lernmotivation; Schülerbefragung; Collegestudent; Relevance; Relevanz; World view; Weltanschauung; Kasachstan
Abstract	The research aims to prove the effectiveness of introducing linguoculturology, sociolinguistics, ethnolinguistics, pragmastilistics and psycholinguistics using augmented reality tools into the learning process. For this, the method of quasi-experiment was used. The study involved 75 students studying the Kazakh language at the Department of Kazakh Linguistics at Al-Farabi Kazakh National University. They were offered to study the following disciplines: sociolinguistics, ethnolinguistics, linguoculturology, pragmastilistics, and psycholinguistics for one academic year. The results showed that students improved their Kazakhstan culture knowledge. The percentage of participants with a high knowledge level increased from 5 to 22%, with an average level -- from 70 to 74%. The number of students with poor knowledge of cultural concepts decreased by 11%. This contributed to the improvement of students' expertise in culture, as well as in the language. The best descriptors of the proposed games were: "funny", "useful", "motivating", and "relevant". In the survey, 68 out of 75 students (90%) described the experience as "fun", 60 out of 75 students (80%) responded as "rewarding", and 57 out of 75 participants (76%) described the experience as "motivating". Thus, the integration of the games into the learning process had a positive impact on the development of philology students' linguistic and cognitive skills. The research results can eliminate theoretical and empirical gaps in the language teaching methodology. Similar studies can focus on a detailed analysis of other augmented reality or virtual reality games. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01