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.
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Acknowledgements
This study was funded by National Institute of Education, Nanyang Technological University, Singapore, with project reference number: SUG-NAP 5/18 WY. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the NIE. I wish thank to all the teachers and students participated in the study from Rulang Primary School. I am also thankful to Sin Yee Lau, who helped to develop ARC&S and code data.
Funding
This study is funded by the National Institute of Education, Nanyang Technological University, Singapore, with project reference number: SUG-NAP 5/18 WY.
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Appendix A
Appendix A
Coding scheme for assessing cognitive engagement.
Level | Modes | Type of activities | ||
|---|---|---|---|---|
Acquisition | Creating Artefacts | Sharing | ||
I | Hands-on | Discuss the similarities or differences of the radicals. Debate with teacher or peer about their comment/statement about the semantic or form of the radical Ask and answer comprehension questions relating to Chinese language | Two or more group members having constructive discussion on what Chinese radical, character and phrases to be written and what kind of drawing to represent the writings on the AR paper or how they should film, what to do and say during the video recording to best portray the phrase (co-constructing) Both parties must make transactive contributions. Student A talks about his/her ideas and Students B/C question or build on Student A's comments to come out with better ideas | Both the owner and visitors are involved in constructive discussion on how to improve the language aspect of the artefacts Both parties made transactive contributions. Student A talks about his/her ideas and Students B/C question or build on Student A's comments to come out with better language usage or better presentation of artefacts |
Discourse | ||||
C | Hands-on | Read the question and interpret the question Explain a radical to a peer who gave a substantive comment Explain concepts in the video, compare or contrast to prior knowledge or other materials | Represent an idea either from his/her teacher or peer in their own words without challenging the idea, such as coming out from a drawing based on his/her peer's explanation, or drawing something different from the radical cards on the AR paper During a dyads conservation, Students B gives substantive comments on Student A's ideas, or corrects grammar errors, either implicitly or explicitly | Compare artefact artefacts to build on how they depict the given radical During a dyads conservation, Students B gives substantive comments on Student A's ideas, or corrects grammar errors, either implicitly or explicitly |
Discourse | ||||
A | Hands-on | Pause, stop or repeat video; select an answer from a menu of choices Control: Raise up hands to response to teacher's question, but without explanation | Replicate a presented idea without providing new knowledge, including writing a phrase or drawing as instructed, or copying picture from textbook or radical cards | Mimic the action shown and repeat what is said in the recording |
Discourse | Repeat a statement or take verbatim notes without providing any new inferences or describing a scenario | Repeating a statement, taking verbatim notes that do not provide any new inferences, describing a scenario | Ask about the language aspect of the artefacts but did not contribute any thoughts thereafter | |
P | Hands-on | Take no overt actions other than attending, like touching the iPad or cards or listening to teacher | Take no overt actions other than attending, like touching the iPad or cards | Watch and laugh without comments |
Discourse | ||||
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Wen, Y. Augmented reality enhanced cognitive engagement: designing classroom-based collaborative learning activities for young language learners. Education Tech Research Dev 69, 843–860 (2021). https://doi.org/10.1007/s11423-020-09893-z
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DOI: https://doi.org/10.1007/s11423-020-09893-z