research-article

An english language learning study with rural chinese children using an augmented reality app

Authors:

Alissa N. AntleAuthors Info & Claims

IDC '20: Proceedings of the Interaction Design and Children Conference

Pages 385 - 397

https://doi.org/10.1145/3392063.3394409

Published: 21 June 2020 Publication History

Abstract

Augmented reality (AR) apps have the potential to support early English learning for children. However, few studies have investigated how children from rural low socio-economic status (SES) schools, who learn English as a foreign language (EFL) used and perceived an AR app in language learning. In this paper, we present an exploratory case study of 11 EFL children and four school teachers from a Chinese rural county who used an AR app (called AR PhonoBlocks), for one week. The goal of the app is to support children to learn the alphabetic principle of English. The key features are overlaid dynamic colour cues on 3D physical letters. We present the results including themes related to children's interactional behaviours and motivations, and rural teachers' feedback on the opportunities and concerns around using an AR app in a rural school context. We suggest design implications and future research directions for designing AR apps to support EFL children from low SES schools in early English learning.

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Index Terms

An english language learning study with rural chinese children using an augmented reality app
1. Human-centered computing
  1. Human computer interaction (HCI)
    1. Empirical studies in HCI

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cover image ACM Conferences

IDC '20: Proceedings of the Interaction Design and Children Conference

June 2020

642 pages

ISBN:9781450379816

DOI:10.1145/3392063

General Chairs:
Elisa Rubegni
University of Lancaster, UK
,
Asimina Vasalou
University College London, UK
,
Program Chairs:
Narcís Parés
Universitat Pompeu Fabra, Spain
,
Nitin Sawhney
Aalto University, Finland

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Published: 21 June 2020

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Social Sciences and Humanities Research Council (SSHRC) of Canada

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IDC '20

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IDC '20: Interaction Design and Children

June 21 - 24, 2020

London, United Kingdom

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Overall Acceptance Rate 172 of 578 submissions, 30%

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https://dl.acm.org/doi/10.1145/3639701.3656320
Valguarnera SLandoni M(2024)Exploring the use of an interactive storytelling toy to engage Ukranian child refugees in learning ItalianProceedings of the 23rd Annual ACM Interaction Design and Children Conference10.1145/3628516.3659420(929-933)Online publication date: 17-Jun-2024
https://dl.acm.org/doi/10.1145/3628516.3659420
Akoth Ongoro CFanJiang YHung CLin BGuo J(2024)TARES: A Game-Based Tangible Augmented Reality English Spelling Mastery System With Minimal Cognitive LoadIEEE Access10.1109/ACCESS.2024.339348612(61163-61184)Online publication date: 2024
https://doi.org/10.1109/ACCESS.2024.3393486
Weng YSchmidt MHuang WHao Y(2024)The effectiveness of immersive learning technologies in K–12 English as second language learning: A systematic reviewReCALL10.1017/S0958344024000041(1-20)Online publication date: 1-Mar-2024
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Wang XYoung GIqbal MGuckin C(2024)The potential of extended reality in Rural Education’s future – perspectives from rural educatorsEducation and Information Technologies10.1007/s10639-023-12169-729:7(8987-9011)Online publication date: 1-May-2024
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