According to different authors, computer games not only teach contents and skills, but also do so in a more efficient manner, allowing long‐lasting learning. However, there is still little consensus on this matter as different studies put their educational benefits into question, especially when used without instructional support. An empirical study was conducted to measure the effect of the educational game The Conference Interpreter on L2 vocabulary acquisition and perceived learning gains, as compared with a non‐gaming tool which replicated its contents. The results of pre‐, post‐ and delayed tests showed that students that had access to the contents via the video game performed statistically better in the short run, found the materials more appealing and believed their vocabulary skills had developed further than those in the control group. However, the regression model showed that the actual enjoyment of the game seemed to have no effect on the students' learning outcomes, neither according to their own estimation nor as determined by testing. Of greater importance seemed to be extrinsic motivation, ie, their desire to play based upon expected learning gains, prior knowledge of tested L2 vocabulary and perceived difficulty of the educational contents.
Recent advances in Artificial Intelligence (AI) and machine learning have paved the way for the increasing adoption of chatbots in language learning. Research published to date has mostly focused on chatbot accuracy and chatbot–human communication from students’ or in-service teachers’ perspectives. This study aims to examine the knowledge, level of satisfaction and perceptions concerning the integration of conversational AI in language learning among future educators. In this mixed method research based on convenience sampling, 176 undergraduates from two educational settings, Spain (n = 115) and Poland (n = 61), interacted autonomously with three conversational agents (Replika, Kuki, Wysa) over a four-week period. A learning module about Artificial Intelligence and language learning was specifically designed for this research, including an ad hoc model named the Chatbot–Human Interaction Satisfaction Model (CHISM), which was used by teacher candidates to evaluate different linguistic and technological features of the three conversational agents. Quantitative and qualitative data were gathered through a pre-post-survey based on the CHISM and the TAM2 (technology acceptance) models and a template analysis (TA), and analyzed through IBM SPSS 22 and QDA Miner software. The analysis yielded positive results regarding perceptions concerning the integration of conversational agents in language learning, particularly in relation to perceived ease of use (PeU) and attitudes (AT), but the scores for behavioral intention (BI) were more moderate. The findings also unveiled some gender-related differences regarding participants’ satisfaction with chatbot design and topics of interaction.
Although the use of Augmented Reality (AR) in language learning has increased over the last two decades, there is still little research on the preparation of pre-service teachers as AR content creators. This paper focuses on analyzing the digital competence and attitudes of teacher candidates to integrate AR in the foreign language classroom. For this purpose, eighty-five college students were assigned into different teams to create their own AR-based projects which aimed at teaching English and content to young learners. The teacher candidates employed several software development kits (SDKs) to construct collaborative AR projects in a five-week period, including discursive and illustrative representations of the learning content. In this research based on a mixed method, quantitative and qualitative data were gathered trough AR project presentations and surveys encompassing two validated scales, the Technological Pedagogical Content Knowledge (TPACK) framework and the Augmented Reality Applications Attitudes Scale (ARAAS). The statistical data and qualitative findings revealed that the participants lacked practical knowledge on AR content creation and implementation in Education. The major problems were related to the TPK (Technological Pedagogical Knowledge) intersection since participants had been previously trained in AR technology just as recipients and not as content creators and educators.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.