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Effects of gender and different augmented reality learning systems on English vocabulary learning of elementary school students

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Abstract

This study developed and compared two augmented reality learning systems for third-grade students to learn English vocabulary in situated surroundings. One system was developed based on a collective game-based (CGB) design, in which the students had to collect all seven reality targets without being restricted as to which they could start from. The other system was developed based on a sequential-mission gaming (SMG) design, which provided the students with seven stages to complete in sequence. The effects of gender and system on the students’ flow experience, cognitive load, and learning effectiveness were assessed. The results indicated that the students using the two systems had similarly high learning effectiveness. However, those using the CGB system revealed higher flow experience and lower intrinsic cognitive loads in comparison with those using the SMG system. The male students had high flow experience in both systems; however, the flow experience of the females in the CGB system outperformed that of the females in the SMG system.

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Acknowledgements

This study is supported in part by the Ministry of Science and Technology in Taiwan under Contract Numbers: MOST 103-2628-S-003-003-MY2 and MOST 105-2628-S-003-002-MY3.

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  1. Department of Technology Application and Human Resource Development, National Taiwan Normal University, 162, Sec. 1, Heping Est. Rd., Taipei, 10610, Taiwan

    Ting-Chia Hsu

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Hsu, TC. Effects of gender and different augmented reality learning systems on English vocabulary learning of elementary school students. Univ Access Inf Soc 18, 315–325 (2019). https://doi.org/10.1007/s10209-017-0593-1

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