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The effects of applying an augmented reality English teaching system on students’ STEAM learning perceptions and technology acceptance

With the inherently interdisciplinary and hands-on nature of the STEAM system, this study changes the way the English language is taught, no longer confining it to monotonous tests and dull textbooks. Teaching via Augmented Reality (AR) technology tends to pique students’ interest, making them more...

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Autores principales: Su, Yu-Sheng, Lai, Chieh-Chun, Wu, Ting-Kai, Lai, Chin-Feng
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9614323/
https://www.ncbi.nlm.nih.gov/pubmed/36312104
http://dx.doi.org/10.3389/fpsyg.2022.996162
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author Su, Yu-Sheng
Lai, Chieh-Chun
Wu, Ting-Kai
Lai, Chin-Feng
author_facet Su, Yu-Sheng
Lai, Chieh-Chun
Wu, Ting-Kai
Lai, Chin-Feng
author_sort Su, Yu-Sheng
collection PubMed
description With the inherently interdisciplinary and hands-on nature of the STEAM system, this study changes the way the English language is taught, no longer confining it to monotonous tests and dull textbooks. Teaching via Augmented Reality (AR) technology tends to pique students’ interest, making them more willing to participate in learning. This study used AR technology in conjunction with gaming, where the participants were split into pairs, which promoted friendly competition among themselves, and, in turn, drove them to learn more. Moreover, the ability to track their own performance was added to the system, as well as an in-depth explanation for every question. The teacher used our teaching aids system in the lessons to make the teaching process more interesting and enjoyable. There were two English course experiments, each lasting for 4 weeks. The goal of the first experiment was to gain a general understanding of how students felt about the lessons and how well they could operate the system. After analyzing the results, some improvements for problems that arose were made in the second experiment. The goal of the second experiment was to find out how students felt about the lesson content and teaching aids and to compare the results of the two experiments. To help us find potential oversights and check how participants felt about this approach, surveys regarding STEAM learning and overall ease of use were administered. The results showed that AR English learning was widely considered helpful by the students, and also, our system was easy to operate, and competing with peers really motivated them to do better.
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spelling pubmed-96143232022-10-29 The effects of applying an augmented reality English teaching system on students’ STEAM learning perceptions and technology acceptance Su, Yu-Sheng Lai, Chieh-Chun Wu, Ting-Kai Lai, Chin-Feng Front Psychol Psychology With the inherently interdisciplinary and hands-on nature of the STEAM system, this study changes the way the English language is taught, no longer confining it to monotonous tests and dull textbooks. Teaching via Augmented Reality (AR) technology tends to pique students’ interest, making them more willing to participate in learning. This study used AR technology in conjunction with gaming, where the participants were split into pairs, which promoted friendly competition among themselves, and, in turn, drove them to learn more. Moreover, the ability to track their own performance was added to the system, as well as an in-depth explanation for every question. The teacher used our teaching aids system in the lessons to make the teaching process more interesting and enjoyable. There were two English course experiments, each lasting for 4 weeks. The goal of the first experiment was to gain a general understanding of how students felt about the lessons and how well they could operate the system. After analyzing the results, some improvements for problems that arose were made in the second experiment. The goal of the second experiment was to find out how students felt about the lesson content and teaching aids and to compare the results of the two experiments. To help us find potential oversights and check how participants felt about this approach, surveys regarding STEAM learning and overall ease of use were administered. The results showed that AR English learning was widely considered helpful by the students, and also, our system was easy to operate, and competing with peers really motivated them to do better. Frontiers Media S.A. 2022-10-14 /pmc/articles/PMC9614323/ /pubmed/36312104 http://dx.doi.org/10.3389/fpsyg.2022.996162 Text en Copyright © 2022 Su, Lai, Wu and Lai. 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
Su, Yu-Sheng
Lai, Chieh-Chun
Wu, Ting-Kai
Lai, Chin-Feng
The effects of applying an augmented reality English teaching system on students’ STEAM learning perceptions and technology acceptance
title The effects of applying an augmented reality English teaching system on students’ STEAM learning perceptions and technology acceptance
title_full The effects of applying an augmented reality English teaching system on students’ STEAM learning perceptions and technology acceptance
title_fullStr The effects of applying an augmented reality English teaching system on students’ STEAM learning perceptions and technology acceptance
title_full_unstemmed The effects of applying an augmented reality English teaching system on students’ STEAM learning perceptions and technology acceptance
title_short The effects of applying an augmented reality English teaching system on students’ STEAM learning perceptions and technology acceptance
title_sort effects of applying an augmented reality english teaching system on students’ steam learning perceptions and technology acceptance
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9614323/
https://www.ncbi.nlm.nih.gov/pubmed/36312104
http://dx.doi.org/10.3389/fpsyg.2022.996162
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