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Affective Mobile Language Tutoring System for Supporting Language Learning
Students often face difficulties and experience negative emotions toward second language learning. The affective tutoring system (ATS) is a next-generation learning approach that can detect the affective status of learning to increase performance. Therefore, for the purposes of this study, an innova...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8987523/ https://www.ncbi.nlm.nih.gov/pubmed/35401347 http://dx.doi.org/10.3389/fpsyg.2022.833327 |
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author | Wu, Chih Hung Lin, Hao-Chiang Koong Wang, Tao-Hua Huang, Tzu-Hsuan Huang, Yueh-Min |
author_facet | Wu, Chih Hung Lin, Hao-Chiang Koong Wang, Tao-Hua Huang, Tzu-Hsuan Huang, Yueh-Min |
author_sort | Wu, Chih Hung |
collection | PubMed |
description | Students often face difficulties and experience negative emotions toward second language learning. The affective tutoring system (ATS) is a next-generation learning approach that can detect the affective status of learning to increase performance. Therefore, for the purposes of this study, an innovative affective mobile language tutoring system (AMLTS) was designed to support Japanese language learning. The effects of AMLTS, along with asynchronous discussion, that were intended to improve performance, were examined using a triangulation method. To investigate the effect on emotion, the proposed AMLTS provides a virtual emotion agent that can interact with users and record emotional events, learning assessments, and the results of the interaction into a database. Learning effectiveness evaluations were conducted via two experiments: prototype evaluation and final evaluation. Sixty-three students, all beginners, were invited to use the AMLTS to learn Japanese. The research results show that the proposed AMLTS affective interaction design significantly improves learner engagement and performance. In the emotion feedback analysis and learning process, AMLTS helped students deepen their understanding of the content, enabled them to clearly understand the content, and to engage in peer interaction and experience positive emotions. In the evaluation of system usability, AMLTS reveals good usability for foreign language acquisition. |
format | Online Article Text |
id | pubmed-8987523 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-89875232022-04-08 Affective Mobile Language Tutoring System for Supporting Language Learning Wu, Chih Hung Lin, Hao-Chiang Koong Wang, Tao-Hua Huang, Tzu-Hsuan Huang, Yueh-Min Front Psychol Psychology Students often face difficulties and experience negative emotions toward second language learning. The affective tutoring system (ATS) is a next-generation learning approach that can detect the affective status of learning to increase performance. Therefore, for the purposes of this study, an innovative affective mobile language tutoring system (AMLTS) was designed to support Japanese language learning. The effects of AMLTS, along with asynchronous discussion, that were intended to improve performance, were examined using a triangulation method. To investigate the effect on emotion, the proposed AMLTS provides a virtual emotion agent that can interact with users and record emotional events, learning assessments, and the results of the interaction into a database. Learning effectiveness evaluations were conducted via two experiments: prototype evaluation and final evaluation. Sixty-three students, all beginners, were invited to use the AMLTS to learn Japanese. The research results show that the proposed AMLTS affective interaction design significantly improves learner engagement and performance. In the emotion feedback analysis and learning process, AMLTS helped students deepen their understanding of the content, enabled them to clearly understand the content, and to engage in peer interaction and experience positive emotions. In the evaluation of system usability, AMLTS reveals good usability for foreign language acquisition. Frontiers Media S.A. 2022-03-24 /pmc/articles/PMC8987523/ /pubmed/35401347 http://dx.doi.org/10.3389/fpsyg.2022.833327 Text en Copyright © 2022 Wu, Lin, Wang, Huang and Huang. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Wu, Chih Hung Lin, Hao-Chiang Koong Wang, Tao-Hua Huang, Tzu-Hsuan Huang, Yueh-Min Affective Mobile Language Tutoring System for Supporting Language Learning |
title | Affective Mobile Language Tutoring System for Supporting Language Learning |
title_full | Affective Mobile Language Tutoring System for Supporting Language Learning |
title_fullStr | Affective Mobile Language Tutoring System for Supporting Language Learning |
title_full_unstemmed | Affective Mobile Language Tutoring System for Supporting Language Learning |
title_short | Affective Mobile Language Tutoring System for Supporting Language Learning |
title_sort | affective mobile language tutoring system for supporting language learning |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8987523/ https://www.ncbi.nlm.nih.gov/pubmed/35401347 http://dx.doi.org/10.3389/fpsyg.2022.833327 |
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