Towards a Design of the Best Practices for AR‐Guided Oral Communication Development: A Systematic Review of Selected Research Published From 2000 to 2023.
Background: Augmented reality (AR) emerges as a technology with considerable promise and substantial potential for pedagogical integration within language education contexts. However, there remains a scarcity of review studies exploring the best practices and principles for oral communication facili...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 1; pp. 1 - 21 |
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| Autores principales: | , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=183981452&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 183981452 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2025 vid: 41 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 183981452 181565284 183981452 183981452 10.1111/jcal.13103 183981452 ppf: 1 ppct: 20 formats: tig: atl: Towards a Design of the Best Practices for AR‐Guided Oral Communication Development: A Systematic Review of Selected Research Published From 2000 to 2023. aug: au: Hsu, Keng‐Chih Liu, Gi‐Zen affil: Language Center, National Pingtung University of Science and Technology (NPUST), Pingtung City, Taiwan sug: subj: Communication Skills Training Augmented Reality Models, Theoretical Educational Technology Learning Methods Funding Source Human Systematic Review Content Analysis Systems Development Computer-Assisted Instruction Self Regulation Gamification Cognition ab: Background: Augmented reality (AR) emerges as a technology with considerable promise and substantial potential for pedagogical integration within language education contexts. However, there remains a scarcity of review studies exploring the best practices and principles for oral communication facilitation based on robust theoretical models or research‐proven theories. Objectives: This paper aims to explore the major constituents for achieving the successful outcomes of AR‐assisted oral communication, grounded in the theory‐based design model, and formulate theoretical guidelines to enhance the best practice facilitation process. Methods: Starting from 255 sources, 25 studies from the ISI Web of Science were selected through rigorous screening processes based on the guidelines of the PRISMA statement. Furthermore, the researchers adopted qualitative content analysis and complementary quantitative descriptive analysis for data synthesis in accordance with four key variables of the established model. Results and Conclusions: The results showed that the guided learner‐directed learning approach supported by constructionists and reflective learning mechanisms was identified as an effective pedagogical design. Additionally, educational practitioners could employ hybrid learning strategies, including situated, collaborative, self‐regulated and game‐based learning strategies, to facilitate effective verbal communication. Finally, besides augmenting location‐based content and facilitating contextual information and discussion, AR designers were advised to integrate personalised features such as self‐monitoring and evaluating and learner manipulation of virtual objects into system development to promote learners' locus of control and embodied cognition. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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