A ubiquitous English vocabulary learning system: Evidence of active/passive attitudes vs. usefulness/ease-of-use

Huang, Yueh‐Min; Huang, Yong-Ming; Huang, Sheng Wen; Lin, Yen-Ting

doi:10.1016/j.compedu.2011.08.008

Cited by 262 publications

(181 citation statements)

References 25 publications

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“…This study is consistent with the extant literature on the technology acceptance model" (Jackson et al, 2013;Cheon et al, 2012;Huang et al, 2012;Davis, 1989;Davis et al, 1989). As a matter of fact, there were high mean scores ( ) of near 4, which reflected the educators" stance on the use of digital learning resources".…”

Section: 29034supporting

confidence: 79%

“…It has addressed its research objectives and implicit hypotheses by using quantitative techniques to unfold the pros and cons of utilising digital technologies in the realms of education. This empirical study has applied measures from the "pace of technological innovativeness" (De Smet et al, 2012;Grewal et al, 2004); "technology acceptance" (Jackson et al, 2013;Cheon et al, 2012;Huang et al, 2012;Davis, 1989) and "technology anxiety" (Celik & Yesilyurt, 2013;Tondeur et al, 2012;Meuter et al, 2005). A summary of the statistics has described the socio-demographic profile of the respondents, as the descriptive statistics have unfolded the educators" attitudes and perceptions about the costs and benefits of digital learning resources.…”

Section: Discussionmentioning

confidence: 99%

“…This leads to the second and third hypotheses: the "pace of technological innovativeness" (De Smet et al, 2012;Grewal et al, 2004); "technology acceptance" (Jackson et al, 2013;Cheon et al, 2012;Huang et al, 2012;Davis, 1989) and "technology anxiety" (Celik & Yesilyurt, 2013;Tondeur et al, 2012); Meuter et al, 2005).…”

Section: The Technology Acceptance Model and Technological Anxietymentioning

confidence: 99%

“…This paper deliberates on some of the unresolved issues pertaining to the integration of technology, pedagogy, and change knowledge in the realms of education (Fullan, 2013). Therefore, it considers previous tried and tested measures, namely; "the pace of technological innovativeness" (De Smet, Bourgonjon, De Wever, Schellens & Valcke, 2012;Grewal, Mehta & Kardes, 2004); "technology acceptance" (Jackson, Mun & Park, 2013;Cheon, Lee, Crooks & Song, 2012;Huang, Huang, Huang & Lin, 2012;Davis, 1989); and "technology anxiety" (Celik & Yesilyurt, 2013;Tondeur, van Braak, Sang, Voogt, Fisser & Ottenbreit-Leftwich, 2012); Meuter, Bitner, Ostrom & Brown, 2005) for the data gathering process. The empirical study investigates the educators" attitudes for (or against) digital learning resources.…”

Section: Aims and Objectivesmentioning

confidence: 99%

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Digital Learning Resources and Ubiquitous Technologies in Education

Camilleri

2016

Tech Know Learn

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This research explores the educators' attitudes and perceptions about their utilization of digital learning technologies. The methodology integrates measures from "the pace of technological innovativeness" and the "technology acceptance model" to understand the rationale for further ICT investment in compulsory education. A quantitative study was carried out amongst two hundred forty-one educators in Malta. It has investigated the costs and benefits of using digital learning resources in schools from the educator"s perspective.Principal component analysis has indicated that the educators were committed to using digital technologies. In addition, a stepwise regression analysis has shown that the younger teachers were increasingly engaging in digital learning resources. Following this study"s empirical findings educational stakeholders are better informed about how innovative technologies can support our students. In conclusion, this paper puts forward key implications and recommendations for regulatory authorities and policy makers for better curricula and educational outcomes.

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Section: 29034supporting

confidence: 79%

Section: Discussionmentioning

confidence: 99%

Section: The Technology Acceptance Model and Technological Anxietymentioning

confidence: 99%

Section: Aims and Objectivesmentioning

confidence: 99%

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Digital Learning Resources and Ubiquitous Technologies in Education

Camilleri

2016

Tech Know Learn

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“…Moreover, the article does not give a proper indication of the video clips used to generate learning materials. Huang et al [26] introduced a framework named Ubiquitous English Vocabulary Learning (UEVL) that assists learners in experiencing systematic vocabulary learning process. The UEVL system is able to detect learners' locations through radio-frequency identification and global positioning system technologies.…”

Section: Cavl: State Of the Artmentioning

confidence: 99%

An Algorithm to Evaluate Appropriateness of Still Images for Learning Concrete Nouns of a New Foreign Language

Hasnine

Ishikawa

Hirai

et al. 2017

IEICE Trans. Inf. & Syst.

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SUMMARYVocabulary acquisition based on the traditional pen-andpaper approach is outdated, and has been superseded by the multimediasupported approach. In a multimedia-supported foreign language learning environment, a learning material comprised of a still-image, a text, and the corresponding sound data is considered to be the most effective way to memorize a noun. However, extraction of an appropriate still image for a noun has always been a challenging and time-consuming process for learners. Learners' burden would be reduced if a system could extract an appropriate image for representing a noun. Therefore, the present study purposed to extract an appropriate image for each noun in order to assist foreign language learners in acquisition of foreign vocabulary. This study presumed that, a learning material created with the help of an appropriate image would be more effective in recalling memory compared to the one created with an inappropriate image. As the first step to finding appropriate images for nouns, concrete nouns have been considered as the subject of investigation. Therefore, this study, at first proposed a definition of an appropriate image for a concrete noun. After that, an image re-ranking algorithm has been designed and implemented that is able to extract an appropriate image from a finite set of corresponding images for each concrete noun. Finally, immediate-after, short-and long-term learning effects of those images with regard to learners' memory retention rates have been examined by conducting immediate-after, delayed and extended delayed posttests. The experimental result revealed that participants in the experimental group significantly outperformed the control group in their long-term memory retention, while no significant differences have been observed in immediate-after and in short-term memory retention. This result indicates that our algorithm could extract images that have a higher learning effect. Furthermore, this paper briefly discusses an on-demand learning system that has been developed to assist foreign language learners in creation of vocabulary learning materials. key words: appropriate image, concrete noun, on-demand learning system, AIVAS, AIVAS-IRA

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