Effects of Augmented Reality with Pedagogical Agent on EFL Primary Students’ Vocabulary Acquisition, Motivation, and Technology Perceptions
International Journal of Human-Computer Interaction,
Год журнала:
2025,
Номер
unknown, С. 1 - 19
Опубликована: Янв. 7, 2025
Mobile
augmented
reality
(MAR)
technology
provides
EFL
learners
with
a
combination
of
real
and
virtual
learning
environments.
However,
little
research
has
been
conducted
to
investigate
the
effects
integrating
pedagogical
agent
(PA)
into
AR
applications.
Therefore,
this
study
designed
developed
MAR
application
(PA-MAR)
support
primary
school
students'
vocabulary
learning.
A
total
60
students
from
in
central
China
participated
experiment,
QUAN-qual
sequential
mixed-method
design
was
used.
The
results
showed
that
PA-MAR
group
outperformed
NoPedagogical
Agent
Augmented
Reality
Application
(NPA-MAR)
those
who
learned
traditional
classroom
terms
acquisition,
motivation,
perception
technology.
qualitative
analyses
perceived
as
useful
tool
for
their
it
improved
motivation
enjoyment.
theoretical
practical
value
is
also
discussed.
Язык: Английский
Gamification in collaborative learning: synthesizing evidence through meta-analysis
Journal of Computers in Education,
Год журнала:
2025,
Номер
unknown
Опубликована: Фев. 14, 2025
Язык: Английский
Effect of interactive e-book use on learning engagement, satisfaction and perceived learning
Education and Information Technologies,
Год журнала:
2025,
Номер
unknown
Опубликована: Фев. 13, 2025
Язык: Английский
ENHANCING PHYSICS LEARNING ACHIEVEMENT, MOTIVATION AND INQUIRY SKILLS IN A FLIPPED CLASSROOM: A STRUCTURED INQUIRY-BASED VIRTUAL LAB APPROACH
Journal of Baltic Science Education,
Год журнала:
2025,
Номер
24(1), С. 37 - 52
Опубликована: Фев. 25, 2025
Integrating
virtual
laboratories
(VLs)
with
science
education
promotes
inquiry-based
learning
by
providing
an
interactive,
dynamic
environment
in
which
students
actively
engage
scientific
concepts.
While
previous
research
highlights
the
effectiveness
of
VLs
as
tools
IBL
process,
few
studies
have
embedded
entire
inquiry
process
within
or
explored
their
application
flipped
classrooms.
This
study
addresses
these
gaps
proposing
a
Structured
Inquiry-Based
Virtual
Lab
(SIVL)
approach
to
improve
students'
physics
achievement,
motivation,
and
skills
classroom.
A
quasi-experimental
design
was
used
120
ninth
grade
from
three
intact
classes
lower-secondary
school
located
central
China.
The
were
randomly
assigned
one
groups
implement
using
SIVL,
General
(GVL),
traditional
classroom
(TFC)
laboratory
method,
respectively.
results
revealed
SIVL
improved
skills,
intrinsic
extrinsic
indicates
its
innovative
model
for
education.
Keywords:
Inquiry-based
learning,
structured
laboratory,
physical
Язык: Английский