The construction of a theory‐based augmented reality‐featured context‐aware ubiquitous learning facilitation framework for oral communication development.
Background: Given the advancement of mobile and sensing technology, the incorporation of augmented reality (AR) in context‐aware ubiquitous learning (CAUL) has offered significant benefits to oral communication development in foreign language learning. Although a great number of studies have been de...
| Published in: | Journal of Computer Assisted Learning Vol. 39; no. 3; pp. 883 - 899 |
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| Main Authors: | , |
| Format: | review tables/charts Journal Article |
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Wiley-Blackwell
Jun2023
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=163886552&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 163886552 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2023 vid: 39 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 163886552 161837508 163886552 163886552 10.1111/jcal.12792 163886552 ppf: 883 ppct: 16 formats: tig: atl: The construction of a theory‐based augmented reality‐featured context‐aware ubiquitous learning facilitation framework for oral communication development. aug: au: Hsu, Keng‐Chih Liu, Gi‐Zen affil: Language Center, National Pingtung University of Science and Technology (NPUST), Pingtung City, Taiwan sug: subj: Program Development Models, Theoretical Augmented Reality Learning Methods Speech Communication Skills Conceptual Framework Computer-Assisted Instruction Outcomes of Education Collaboration Models, Structural ab: Background: Given the advancement of mobile and sensing technology, the incorporation of augmented reality (AR) in context‐aware ubiquitous learning (CAUL) has offered significant benefits to oral communication development in foreign language learning. Although a great number of studies have been dedicated in this field, only a little research was conducted to formulate a facilitation framework aligning with established learning theories or pedagogies. Objectives: This review thereby examined the facilitation tenets conducive to the best practice of AR‐based CAUL projects for oral communication enhancement and further established a AR‐guided CAUL framework. Methods: The researchers systematically reviewed 17 related empirical AR studies from Web of Science from 2000 to 2021 and synthesized the results with focused second language acquisition theories. Results and Conclusions: Three practical tenets were identified, including facilitating learner‐centred pedagogies with personal and contextual learning supports, incorporating constructivist learning design, and encouraging collaborative learning and higher‐order cognitive skills. Furthermore, in accordance with the synthesized results, a facilitation framework combining situated learning, learning‐by‐doing, and social constructivist design was developed to engage students in a learning, applying, and reflecting process in formal and informal learning contexts. Major Takeaways: For the best practice of oral communication through AR, this review study offers practical facilitation tenets and theoretical framework which are in alignment with research‐proven theories. It is expected that the framework could provide frontline educational practitioners with guidance to foster students' learning outcomes and interactions. Lay Description: What is already known about this topic?: Foreign language learning has become interactive, contextual, and ubiquitous due to the development of mobile computing and sensing technologyThe incorporation of augmented reality (AR) an context aware ubiquitous learning (CAUL) is beneficial for the facilitation of oral communication in foreign language learning What this paper adds?: This paper offers practical facilitation tenets for oral communication development through AR‐based CAUL applicationsA theoretical framework is created for the best practices of AR and CAUL‐based listening and speaking projects Implications for practice and/or policy: The facilitation framework provides clear steps and details of implementation with learning theories to guide frontline educational practitioners and learnersThis paper can assist interested stakeholders to develop learning designs and effectiveness with the combination of theoretical foundation and pedagogical applications pubtype: Academic Journal doctype: review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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