Augmented reality enhanced cognitive engagement: designing classroom-based collaborative learning activities for young l
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Augmented reality enhanced cognitive engagement: designing classroom‑based collaborative learning activities for young language learners Yun Wen1 Accepted: 10 November 2020 © Association for Educational Communications and Technology 2020
Abstract Augmented Reality (AR) has been applied to education in a variety of subjects, but in comparison to AR in STEM education, research on integrating pedagogical designs with AR in language learning is less mature. This study presents an AR-supported Chinese character learning game designed for young learners and investigates its effects on learners’ cognitive engagement in classroom learning. A total of 53 grade 2 students and two teachers from a Singapore government primary school participated in the study. The findings indicate an obvious improvement of students’ levels of cognitive engagement in the AR-supported activities. Furthermore, compared with acquiring expert-created content knowledge, students are more continuously engaged in the learning activities designed for enabling self-generated contexts. Suggestions for future system design and pedagogical strategies of leveraging AR to engage young learners in language learning are proposed from this study. The study also provides some insight into how to investigate cognitive outcomes of ARenabled learning design through analysing learning process. Keyword Augmented reality · Cognitive engagement · Collaborative learning · Chinese character learning · Learner-generated contexts
Introduction Augmented Reality (AR), as one kind of technologies that combine or supplement realworld objects with virtual objects, has been increasingly developed for education (Bacca et al. 2014; Cuendet et al. 2013). A growing body of literature has reported affordances and constraints of AR in different scenarios, and a series of studies has demonstrated the cognitive and affective effects of AR on learning (e.g. Liu 2009; Wu et al. 2013; Yoon et al. 2017). AR offers tremendous possibilities for learners in facilitating sensory immersion (Skulmowski et al. 2016), and it has been reported to promote positive emotions while
* Yun Wen [email protected] 1
National Institution of Education, Nanyang Technological University, Singapore, Singapore
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learning, enhance collaborative learning (Lindgren and Johnson-Glenberg 2013; Wen 2018), and create more efficient and better learning outcomes (Lin, Chen and hang 2015). Despite the potential advantages of using AR in education and its possibilities of combining augmented information with contextual information that may provide new learning experiences, AR’s concrete uses are relatively not as well understood as that of other technologies (Bacca et al. 2014). In a systematic review of AR for education, Akçayır and Akçayır (2017) suggest that AR studies should pay more attention to exploring how to enhance the interaction between learners and the contextual information through pedagogical content design. Furthermore, most of the learning interventions using AR co
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