Abstract
Research on pedagogical and didactic advancements in the context of new mobile technologies is currently gaining importance. This paper presents a novel pedagogical framework, in which augmented interactions with the surrounding environment provide the students an enhanced learning experience through the gadgets they own. Our pedagogical model employs QR codes that are easily accessible through smartphone apps and stimulates the efficient development of essential communication skills. Hence, students can use their own devices to interact with the educational content, share information, and help each other while working collaboratively on different assignments. More specifically, we introduce and explore a new BYOD-based T-TEL setup that supports the creation and management of storytelling activities and fosters the development of communication skills through m-CSCL. This approach could be extended to environments specifically crafted for individuals with special needs.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
- 2.
Survey’s questions are meant to be reshuffled.
References
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. In ReCALL (Vol. 20, pp. 271–289). Cambridge University Press.
Traxler, J. (2009). Current state of mobile learning. In Mobile learning: Transforming the delivery of education and training (Vol. 1, pp. 9–24). books.google.com.
Kanev, K., Oido, I., Yoshioka, R., & Mirenkov, N. (2012). Employment of 3D printing for enhanced kanji learning. In HCCE ’12 Proceedings of the 2012 Joint International Conference on Human-Centered Computer Environments. https://doi.org/10.1145/2160749.2160784.
Kanev, K. (2012). Augmented tangible interface components and image based interactions. In Proceedings of the 13th International Conference on Computer Systems and Technologies (pp. 23–29). New York, NY, USA: ACM.
Lee, J.-K., Lee, I.-S., & Kwon, Y.-J. (2011). Scan & learn! Use of quick response codes & smartphones in a biology field study. American Biology Teacher, 73, 485–492.
Gelsomini, F., Kanev, K., Hung, P., Kapralos, B., Jenkin, M., Barneva, R. P., et al. (2017). BYOD collaborative kanji learning in tangible augmented reality settings. In D. Luca, L. Sirghi, & C. Costin (Eds.), Recent advances in technology research and education (pp. 315–325). Cham: Springer International Publishing.
Kukulska-Hulme, A., & Viberg, O. (2018). Mobile collaborative language learning: State of the art. British Journal of Educational Technology, 49, 207–218.
Burston J. (2014). MALL: The pedagogical challenges. Computer Assisted Language Learning, 27, 344–357 (Routledge).
So, S. (2008). A study on the acceptance of mobile phones for teaching and learning with a group of pre-service teachers in Hong Kong. Journal of Educational Technology Development and Exchange (JETDE), 1(1), 7.
Law, C.-Y., & So, S. (2010). QR codes in education. Journal of Educational Technology Development and Exchange (JETDE), 3(7). aquila.usm.edu.
Ogata, H., & Yano, Y. (2004). Knowledge awareness for a computer-assisted language learning using handhelds. International Journal of Continuing Engineering Education & Lifelong Learning, 14, 435–449.
Zhang, B., Looi, C.-K., Seow, P., Chia, G., Wong, L.-H., Chen, W., et al. (2010). Deconstructing and reconstructing: Transforming primary science learning via a mobilized curriculum. Computers & Education, 55, 1504–1523 (Elsevier).
Rikala, J., & Kankaanranta, M. (2012). The use of quick response codes in the classroom. In mLearn (pp. 148–155). academia.edu.
Paul, A. M. (2012). Why Kids Should Learn Cursive (and Math Facts and Word Roots). Retrieved July 4, 2015.
Hwang, W.-Y., Shadiev, R., Hsu, J.-L., Huang, Y.-M., Hsu, G.-L., Lin, Y.-C. (2016). Effects of storytelling to facilitate EFL speaking using web-based multimedia system. Computer Assisted Language Learning, 29, 215–241 (Routledge).
Figg, C., McCartney, R., & Gonsoulin, W. (2010). Impacting academic achievement with student learners teaching digital storytelling to others: The ATTTCSE digital video project. In Contemporary Issues in Technology and Teacher Education. Association for the Advancement of Computing in Education (AACE) (Vol. 10, pp. 38–79).
Abdulla, E. S. (2012, July). The effect of storytelling on vocabulary acquisition 4(2015). iasj.net.
Huang, H.-L. (2006). The effects of storytelling on EFL young learners’ reading comprehension and word recall. English Teaching & Learning, 30, 51–74.
Palmer, B. C., Harshbarger, S. J., & Koch, C. (2001) A. storytelling as a constructivist model for developing language and literacy. Journal of Poetry Therapy, 14, 199–212 (Springer).
Barneva, R. P., Gelsomin, F., Kanev, K., & Bottoni, P. (2017). Tangible technology-enhanced learning for improvement of student collaboration. Journal of Educational Technology Systems. 0047239517736875 (SAGE Publications Inc).
Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, UK: Press Syndicate of the University of Cambridge.
Kanev, K., Oido, I., Hung, P. C. K., Kapralos, B., & Jenkin, M. (2015). Case study: Approaching the learning of kanji through augmented toys in japan. In P. C. K. Hung (Ed.), Mobile services for toy computing (pp. 175–192). Cham: Springer International Publishing.
Turk, M., & Fragoso, V. (2015). Computer vision for mobile augmented reality. In G. Hua & X.-S. Hua (Eds.), Mobile cloud visual media computing (pp. 3–42). Cham: Springer International Publishing.
Burston, J. (2016). The future of foreign language instructional technology: BYOD MALL. The EuroCALL Review, 24, 3–9.
Tatsuki, D. H. (2016). How to Teach Narratives: A Survey of Approaches. kobe-cufs.repo.nii.ac.jp.
Acknowledgements
This work was partially supported by the 2018 Cooperative Research Projects at Research Center of Biomedical Engineering with RIE Shizuoka University.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this paper
Cite this paper
Gelsomini, F., Kanev, K., Barneva, R., Bottoni, P., Tatsuki, D.H., Roccaforte, M. (2019). BYOD Collaborative Storytelling in Tangible Technology-Enhanced Language Learning Settings. In: Auer, M., Tsiatsos, T. (eds) Mobile Technologies and Applications for the Internet of Things. IMCL 2018. Advances in Intelligent Systems and Computing, vol 909. Springer, Cham. https://doi.org/10.1007/978-3-030-11434-3_5
Download citation
DOI: https://doi.org/10.1007/978-3-030-11434-3_5
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-11433-6
Online ISBN: 978-3-030-11434-3
eBook Packages: Intelligent Technologies and RoboticsIntelligent Technologies and Robotics (R0)