No abstract

Many non-English speaking countries regard English as the most important second language. Therefore, developing modern assisted-learning tools that can support effective English learning is a critical issue in the Englishlanguage education field. With the fast development of wireless positioning techniques, the location-based game has been considered as a novel type of game and it has high potential to support context-aware learning. Accordingly, this study proposes a novel game-based English learning system with context-aware interactive learning mechanism which can appropriately provide a corresponding game-based English learning scene to the learner's handheld device based on the learner's location context. The proposed system aims to construct a mixed reality game learning environment that integrates virtual objects with real scenes in a university library. The preliminary experimental results reveal that the proposed learning mode provides likely benefits in terms of promoting learners' learning interests, increasing learners' willing to learning English.

Due to limited budgets and manpower, most elementary schools in Taiwan do not plan or provide library instruction for students. Although students can use libraries, they typically lack the knowledge needed to use library resources effectively. Consequently, students have difficulty finding the books they need and can easily become overwhelmed by the massive amount of information in libraries. Computer-assisted instruction for teaching basic library skills to large numbers of students is an appealing method. Particularly, game-based learning has garnered considerable attention in education research. Many researchers and scholars believe that integrating teaching and games enhances student learning performance and motivation. This work develops an educational gaming system based on situated learning theory, and applies innovative augmented reality interactive technology to a library's learning environment. Student library knowledge can be enhanced via the proposed game-based augmented reality library instruction system (GARLIS). Experimental results demonstrate that student learning performance is improved significantly by using the proposed GARLIS. Moreover, this work demonstrates that using the proposed GARLIS for library instruction results in the same learning performance as conventional librarian instruction. The proposed library instruction system overcomes shortcomings of personal teaching skills of librarians that may adversely affect student learning performance by conveying the same learning content to all students. Additionally, the proposed system results in better learning performance for learners with the field-dependent cognitive style than learners with the field-independent cognitive style. Further, the proposed system provides more benefits in terms of library skills training than conventional librarian instruction.