AR videos as scaffolding to foster students’ learning achievements and motivation in EFL learning

Abstract

Augmented reality (AR) is capable of providing students with proper situated scaffolding via overlaying rich media objects on the real‐world learning context. This paper examines the potential of AR to address existing problems with insufficient scaffolding in video learning materials for English as a foreign language (EFL) learners. Thus, an AR video‐enhanced learning (ARVEL) method was designed to assist students’ EFL learning. Furthermore, an experiment was carried out to investigate the influences of the implemented method on students' EFL learning outcomes. The experimental results displayed that the ARVEL method significantly improved the students' learning achievements and intrinsic motivation, and enhanced their satisfaction with EFL learning, compared to the students learning EFL with conventional video‐based learning. What is already known about this topic Learning experience of English as a foreign language (EFL) is highly related to the experience in actual learning contexts. The significance of providing students with proper assistance in a situated learning environment has been emphasized. Just observing videos might be inadequate for advancing students' reflection on learning tasks in video‐based learning. What this paper adds An augmented reality (AR) video‐enhanced learning method was proposed to assist students' EFL learning. An AR video‐enhanced learning (ARVEL) system was designed based on the implemented method. It was evidenced that the implemented method effectively improved students' learning achievements and motivation. The students display a higher degree of satisfaction with EFL learning than with the video‐enhanced learning method. Implications for practice and/or policy The ARVEL method could be a good reference for implementing an EFL learning environment. More kinds of assistance could be designed as scaffolding for assisting students' EFL learning. It is worth probing the influences of the ARVEL on students' learning of more abstract vocabulary and concepts.

Technology Acceptance, Technological Self-Efficacy, and Attitude Toward Technology-Based Self-Directed Learning: Learning Motivation as a Mediator

“…Results indicated that students who perceived greater technology acceptance and self-efficacy reported increased perception of learning motivation. These findings confirmed that external technology environment is a critical element for triggering students' learning motivation (Chen, 2020). These results also suggested that perceived support from technology use is particularly relevant for students' learning motivation and their attitude toward technology-based self-directed learning probably because they are confronted with the increasing technological modernity of the educational landscape (Lai et al, 2016).…”

A Systematic Review of AR and VR Enhanced Language Learning

“…Teachers used this application to convert the images into 3D, which enabled students to visualize the learning content. Some researchers developed their own learning content with the help of Unity [24,42,46,[52][53][54][55] and Vuforia [24,52,53,56], it led to these two technical tools were frequently used in language research. Unity was a game engine and Vuforia was a software for users to create AR applications.…”

“…In some studies, AR and VR videos were used to enhance language learning. For example, Chen [52] used AR videos to support students' English learning. When students scanned the insect specimen through the AR video-enhanced English learning system (RVEL), video clips that provided explanation of the insects would be showed on screen.…”

“…Several studies were conducted among elementary students, the results of which indicated that AR and VR can well motivate elementary students and help them concentrate on target knowledge, e.g., [37,52].…”

The impact of mobile application features on children’s language and literacy learning: a systematic review

“…Two studies were identified in this review which were focused on AR with second language learners (Cerezo et al, 2019;Chen, 2020). One study examined Spanish-speaking 4 to 5-year-old children's learning of the pronunciation of English words through presentation in an app (Cerezo et al, 2019).…”