آمار
| تعداد نشریات | 45 |
| تعداد شمارهها | 1,479 |
| تعداد مقالات | 18,073 |
| تعداد مشاهده مقاله | 58,477,462 |
| تعداد دریافت فایل اصل مقاله | 19,836,479 |
Augmented Reality and Virtual Reality Scaffoldings in Improving the Abstract Genre Structure in a Collaborative Learning Environment: A CALL Study | ||
| Journal of English Language Teaching and Learning | ||
| مقاله 13، دوره 11، شماره 23، شهریور 2019، صفحه 327-356 اصل مقاله (610.84 K) | ||
| نوع مقاله: Research Paper | ||
| نویسندگان | ||
| Hassan Soleimani1؛ Alireza Jalilifar2؛ Afsar Rouhi1؛ Mahboubeh Rahmanian* 3 | ||
| 1Associate Professor, Department of Applied Linguistics, Payame Noor University, Tehran | ||
| 2Professor, Department of Applied Linguistics, Shahid Chamran University of Ahvaz | ||
| 3PhD candidate, Department of Applied Linguistics, Payame Noor University, Tehran | ||
| چکیده | ||
| The marriage between technology and teaching in educational milieus in recent years has been a major concern among educational researchers in general and applied linguists in particular as far as augmented reality (AR) and virtual reality (VR) are concerned. Augmented reality after virtual reality received much attention over the last decades in mobile assisted language learning context. AR mixes virtual world onto real environment, VR delve the participants in to the virtual world. To examine the effect of AR and VR on abstract writing of EFL students, 12 intermediate proficiency pairs (high and low proficiency) participated based on their scores on TOEFL and a hypothetical abstract writing task. The participants were required to write an abstract according to the sub-moves of Hyland's (2000) move analysis provided through three mobile applications including AR-, VR HeadSet virtual reality-, and paper-based scaffoldings for four weeks in a collaborative context. In evaluating the groups' abstract writing scores before and after the treatment, no significant differences were found among the three groups. However, the AR group revealed better mean average results (M = 33) compared to the other VR (M = 24) and paper-based groups (M = 29). Besides, the low intermediate proficiency subjects in the AR group received higher scores (M = 40) compared to heir higher counterpart (M = 37). Results imply that the integration of real and unreal worlds might be a good asset in teaching the genre of abstracts to EFL learners in general and low intermediate proficiency learners in particular. | ||
| کلیدواژهها | ||
| augmented reality scaffolding؛ virtual reality scaffolding؛ abstract genre structure؛ collaborative writing؛ mobile-assisted language learning | ||
| مراجع | ||
|
Azuma, R. (1997). A survey of augmented reality. Presence, 6, 355–385. Retrieved from https://doi.org/10.1162/pres.1997.6.4.355
Bacca, J., Baldiris, S., Fabregat, R., & Graf, S. (2015). Mobile augmented reality in vocational education and training. Procedia Computer Science, 75, 49-58.
Bhatia, V. (1994). Analyzing genre: Language use in professional setting. London: Longman.
Billinghurst, M., & Duenser, A. (2012). Augmented reality in the classroom. Computer, 45, 56–63. doi: 10.1109/MC.2012.111
Bitter, G. & Corral, A. (2014). Potential of Augmented Reality Apps. International Journal of Engineering Science Invention, 3(10), 13-17.
Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented reality in education—Cases, places, and potentials. Educational Media International, 51, 1-15. Retrived from https://doi.org/10.1080/09523987.2014.889400
Chang, H.Y., Yu, Y. T., Wu, H. K., & Hsu, Y. H. (2016). The impact of a mobile augmented reality game. The 16th IEEE International Conference on Advanced Learning Technologies, USA (312-313).
Chen, C.-M., & Tsai, Y.-N. (2012). Interactive augmented reality system for enhancing library instruction in elementary schools. Computers & Education, 59, 638–652. doi: 10.1016/j.compedu.2012.03.001
Chen, D. R., Chen, M. Y., Huang, T. C., & Hsu, W. P. (2013). Developing a mobile learning system in augmented reality context. International Journal of Distributed Sensor Networks, 9(12), 594627. doi: 10.1155/2013/594627
Cifuentes, S.C., Garcia, S. G., Andrés-Sebastia, M. P., Camba, J. D., & Contero, M. (2016). Augmented reality experiences in therapeutic pedagogy for special needs students. The 16th IEEE International Conference on Advanced Learning Technologies, USA (431-435).
Dede, C. (2009). Immersive interfaces for engagement and learning. Science, 323, 66–69. doi: 10.1126/science.1167311
Di Serio, A., Ibanez, M. B., & Kloos, C. D. (2013). Impact of an Augmented Reality System on Students’ Motivation for a Visual Arts Course. Computers & Education, 68, 586-596.
Dos Santos, M. B. (1996). The textual organization of research paper abstracts in applied linguistics. Text-Interdisciplinary Journal for the Study of Discourse, 16(4), 481-500. doi: 10.1515/text.1.1996.16.4.481
Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18, 7–22. doi: 10.1007/s10956-008-9119-1
Gong, C., Tan, C. L., & Chin, C. K. (2018). Scaffolding Instruction of Chinese Essay Writing with Assessment as Learning. In Teaching Chinese Language in Singapore (pp. 121-134). Springer, Singapore.
Hayes, J. R., & Flower, L.S. (1980). Identifying the organization of writing processes. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive process in writing (pp. 1-30). Hillsdale, NJ: Lawrene Erlbaum Associates.
Hyland, K. (2000). Disciplinary discourses: Social interactions in academic writing. London: Longman.
Hyland, K. (2002). Teaching and researching writing. London: Pearson Education.
Jerry, T., & Aaron, C. (2010). The impact of augmented reality software with inquiry-based learning on students’ learning of kinematics graph. In 2nd International Conference on Education Technology and Computer (ICETC), 2010 (pp. V2-1–V2-5). Shanghai: IEEE.
Johnson, L., Smith, R., Levine, A., & Haywood, K. (2010). The 2010 Horizon Report: Australia-New Zealand Edition. Austin, Texas: The New Media Consortium.
Kerawalla, L., Luckin, R., Seljeflot, S., & Woolard, A. (2006). Making it real: Exploring the potential of augmented reality for teaching primary school science. Virtual Reality, 10, 163–174. doi: 10.1007/s10055-006-0036-4
Klopfer, E., & Squire, K. (2008). Environmental detectives – The development of an augmented reality platform for environmental simulations. Educational Technology Research and Development, 56, 203–228. doi: 10.1007/s11423-007-9037-6
Koschmann, T. (2002, January). Dewey's contribution to the foundations of CSCL research. In Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community (pp. 17-22). International Society of the Learning Sciences.
Kroeker, K. L. (2010). Mainstreaming augmented reality. Communications of the ACM, 53, 19–21. doi: 10.1145/1785414.1785422
Lee, K. (2012). Augmented reality in education and training. Tech Trends, 56, 13–21. doi: 10.1007/s11528-012-0559-3
Li, M. (2018). Computer-mediated collaborative writing in L2 contexts: an analysis of empirical research. Computer Assisted Language Learning, 1-23. doi: 10.1080/09588221.2018.1465981
Matcha, W. & Awang Rambli, D. R. (2011). Preliminary investigation on the use of augmented reality in collaborative learning. Communications in Computer and Information Science, 254(4),189-198. doi: 10.1007/978-3-642-25483-3_15
Milgram, P., & Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE TRANSACTIONS on Information and Systems, 77(12), 1321-1329.
Rasimah, C., Ahmad, A., & Zaman, H. (2011). Evaluation of user acceptance of mixed reality technology. Australasian Journal of Educational Technology, 27, 1369–1387. doi: 10.14742/ajet.899
Rice, J. W. (2007). New media resistance: Barriers to implementation of computer video games in the classroom. Journal of Educational Multimedia and Hypermedia,16 (3), 249-261. Retrieved from https://www.learntechlib.org/primary/p/24378/.
Samraj, B. (2005). An exploration of a genre set: Research article abstracts and introductions in two disciplines. English for Specific Purposes, 24 (2), 141-156. doi: 10.1016/j.esp.2002.10.001
Shelton, B. E. (2002). Augmented reality and education: Current projects and the potential for classroom learning. New Horizons for Learning, 9(1). Retrieved from http://inst.usu.edu/~bshelton/resources/shelton-NH_aug_real.pdf
Specht, M., Ternier, S., & Greller, W. (2011). Mobile Augmented Reality for Learning: A Case Study. Journal of the Research Center for Educational Technology, 7(1), 117-127.
Squire, K., & Jan, M. (2007). Mad City mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers. Journal of Science Education and Technology, 16, 5–29. doi: 10.1007/s10956-006-9037-z
Storch, N. (2013). Collaborative writing in L2 classrooms. Bristol, UK: Multilingual Matters.
Sutherland, I. E. (1968, December). A head-mounted three dimensional display. In Proceedings of the December 9-11, 1968, fall joint computer conference, part I (pp. 757-764). ACM.
Swales, J. (1981). Aspects of article introductions. Birmingham: The University of Aston, Language Studies Unit.
Swales, J. (1990). Genre analysis. Cambridge University Press.
Swales, J. M. (2004). Research genres: Explorations and applications. New York: Cambridge University Press.
Tarng, W., & Ou, K. L. (2012, March). A study of campus butterfly ecology learning system based on augmented reality and mobile learning. In 2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education (pp. 62-66). IEEE.
Ting, H. Y. (2015). The effects of applying augmented reality on fourth-grade students’ writing and attitude (Unpublished master's dissertation). National Taipei Education University. Da'an District, Taipei, Taiwan.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wang, Y. H. (2017a). Exploring the effectiveness of integrating augmented reality-based materials to support writing activities. Computers & Education, 113, 162-176. doi: 10.1016/j.compedu.2017.04.013.
Wang, Y. H. (2017b). Using augmented reality to support a software editing course for college students. Journal of Computer Assisted Learning, 33(5), 532-546. doi: 10.1111/jcal.12199 | ||
|
آمار تعداد مشاهده مقاله: 1,374 تعداد دریافت فایل اصل مقاله: 1,153 |
||