The development and evaluation of an educational game integrating augmented reality, ARCS model, and types of games for English experiment learning: an analysis of learning

Hao, Kuang-Chung; Lee, Lai-Chung

doi:10.1080/10494820.2019.1619590

Cited by 59 publications

(45 citation statements)

References 24 publications

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“…AR and VR were effective in increasing learner motivation, as indicated by the results of several studies, e.g., [2,26,37]. These two technologies offered interactive learning content for students which thereby enhancing their learning motivation.…”

Section: Learning Motivationmentioning

confidence: 88%

“…10 studies examined AR and VR for writing, e.g., [29][30][31], and another 10 discussed AR and VR enhanced cultural learning, e.g., [32][33][34]. In addition, AR and VR tools were used to promote development of language skills and knowledge such as reading, e.g., [35,36], listening, e.g., [37,38], integral language learning, e.g., [39,40], Chinese character, e.g., [41,42]; grammar learning e.g., [43,44] and English alphabet [45,46].…”

Section: The Data Coding and Analysis Processesmentioning

confidence: 99%

“…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].…”

Section: Who Were the Main Users Of The Ar/vr-ell System?mentioning

confidence: 99%

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A Systematic Review of AR and VR Enhanced Language Learning

et al. 2021

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This paper provided a systematic review of previous Augmented Reality (AR) and Virtual Reality (VR) studies on language learning. A total of 88 articles were selected and analyzed from five perspectives: their ways of integrating AR or VR tools in language learning; main users of AR and VR technologies; major research findings; why AR and VR tools are effective in promoting language learning; and the implications. It was found that (1) immersing learners into virtual worlds is the main approach to language learning in AR and VR studies; (2) university students were the main users of AR/VR technologies; (3) the major research findings concerning the benefits of AR and VR included improvement of students’ learning outcomes, enhancement of motivation, and positive perceptions towards using AR and VR; (4) AR and VR tools promoted language learning through providing immersive learning experience, enhancing motivation, creating interaction, and reducing learning anxiety; and (5) implications identified from previous research include the need of providing training for teachers, enlarging sample sizes, and exploring learner factors such as learner engagement and satisfaction.

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Section: Learning Motivationmentioning

confidence: 88%

Section: The Data Coding and Analysis Processesmentioning

confidence: 99%

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A Systematic Review of AR and VR Enhanced Language Learning

et al. 2021

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“…Some studies in the literature also mention the importance of the ARCS model in language education (Li & Keller, 2018; Piriyasurawong, 2019; Refat et al ., 2019). Hao and Lee (2019) revealed that the ARCS model had an effect on motivation in English, but did not significantly affect academic achievement. Although the effect of the ARCS model on both academic achievement and motivation is similar in many courses, the effect on academic achievement in computer technologies and maths courses is higher than motivation.…”

Section: Discussionmentioning

confidence: 99%

“…Computer‐based instruction designed in line with the ARCS model in the 4th‐grade level mathematics course positively affected both academic achievement and attitude towards the course (Karakiş et al ., 2016). It is seen that AR applications developed according to the ARCS model are more effective in terms of motivation than traditional methods in a 5th‐grade English course, but do not make a significant difference in terms of learning effectiveness (Hao & Lee, 2019). In a study of midwifery education in higher education, the ARCS model was found useful in coping with motivational difficulties associated with the technology‐based learning experiences of educators (Stockdale et al ., 2019).…”

Section: Introductionmentioning

confidence: 99%

Does the ARCS motivational model affect students’ achievement and motivation? A meta‐analysis

Göksu

Bolat

2020

Review of Education

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In this meta‐analysis, the aim is to determine the overall effect of the ARCS (attention, relevance, confidence, satisfaction) model of motivation on students‘ academic achievement, motivation, attention, relevance, confidence and satisfaction. Additionally, the effect of the model is analysed according to the learning environment in which the model is integrated, discipline area, education level and sample size. The primary studies included in the study were obtained from Web of Science, Scopus, Science Direct, ERIC and PsycARTICLE databases. A total of 38 controlled experimental studies in the form of peer‐reviewed articles were coded, resulting in 110 extracted effect size (ES). The sample size of the primary studies involves 8690 students from K‐12 (kindergarten to 12th grade) and higher education. Random‐effects model was used for overall ES, mixed‐effects model for categorical moderators and meta‐regression analysis for integer moderators. As a result of the study, it was determined that the overall effect of ARCS on achievement was at medium level (ES = 0.74) and the overall effect on motivation was at small level (ES = 0.43). ESs of achievement differed by the moderators of discipline and the ESs of motivation differed by the moderator of education level. There was not a significant relationship between the effect of ARCS on achievement and motivation, and moderator of sample size. Remarkable ESs have been obtained in the learning environment moderator related to the dependent variables of blended learning, robots, augmented reality; in the discipline moderator related to architecture, computer technologies, sciences and maths; in the level of education moderator related to undergraduate variables. In addition, very large ES related to the attention component of ARCS was obtained. The results obtained in this study do not represent the strength of the evidence, as it is based on the validity and reliability of primary studies.

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Virtual Reality in Education — A Blessing or Curse?

Jindal,

Gambhir

2024

Transforming Education With Virtual Reality

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The development and evaluation of an educational game integrating augmented reality, ARCS model, and types of games for English experiment learning: an analysis of learning

Cited by 59 publications

References 24 publications

A Systematic Review of AR and VR Enhanced Language Learning

A Systematic Review of AR and VR Enhanced Language Learning

Does the ARCS motivational model affect students’ achievement and motivation? A meta‐analysis

Virtual Reality in Education — A Blessing or Curse?

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