Applying Augmented Reality in a University English Class: Learners' Perceptions of Creativity and Learning Motivation

Autor/inn/en	Lin, Yu-Ju; Wang, Hung-chun
Titel	Applying Augmented Reality in a University English Class: Learners' Perceptions of Creativity and Learning Motivation
Quelle	In: Innovation in Language Learning and Teaching, 17 (2023) 2, S.291-305 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lin, Yu-Ju) ORCID (Wang, Hung-chun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2022.2040513
Schlagwörter	Computer Simulation; English (Second Language); Second Language Learning; College Students; Student Attitudes; Student Motivation; College Freshmen; Foreign Countries; Creative Thinking; Teaching Methods; Student Experience; Pretests Posttests; Blended Learning; Taiwan + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Collegestudent; Schülerverhalten; Schulische Motivation; Studienanfänger; Ausland; Kreatives Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Studienerfahrung
Abstract	This study was conducted to explore the effects of an augmented-reality (AR) creative project on English L2 learners' perceptions of creativity, as well as to investigate how to stimulate students' learning motivation. The AR project was developed and integrated into the course syllabus of a university English class, and 39 Taiwanese freshmen completed the project step by step. Data for analysis primarily emerged from the Preference Scale, the Instructional Materials Motivation Survey (IMMS), and an AR student survey. Following a pretest-posttest design, this study showed that the participants demonstrated a higher level of favorable perceptions of creative thinking, such as "preference for ideation" and "valuing new ideas," and a lower "tendency for premature critical evaluation of ideas," although these differences were non-significant. However, working on the project also led to a significantly higher level of self-awareness of being "too busy for new ideas." According to the results of the IMMS, "attention" yields significantly positive relationships with "relevance," "confidence," and "satisfaction." This finding suggests that the students who were more engaged tended to see the project as relevant to their needs; they were also more confident and had a more satisfying AR experience. Based on the results, pedagogical implications are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01