Details

Autor(en) / Beteiligte

• Hsu, Keng‐Chih
• Liu, Gi‐Zen

Titel

The construction of a theory‐based augmented reality‐featured context‐aware ubiquitous learning facilitation framework for oral communication development

Ist Teil von

• Journal of computer assisted learning, 2023-06, Vol.39 (3), p.883-898

Ort / Verlag

Chichester, UK: John Wiley & Sons, Inc

Erscheinungsjahr

2023

Link zum Volltext

Quelle

Wiley Online Library Journals Frontfile Complete

Beschreibungen/Notizen

• 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 technology The 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 applications A 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 learners This paper can assist interested stakeholders to develop learning designs and effectiveness with the combination of theoretical foundation and pedagogical applications