The Practice and Application of AR Games to Assist Children’s English Pronunciation Teaching
This paper conducts an in-depth study and analysis of the practice and application of teaching English pronunciation to children using AR (augmented reality) game assistance. The article analyzes the design of AR educational games based on the concept of learning behavior input, clarifies and determ...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Wiley
2022-01-01
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| Series: | Occupational Therapy International |
| Online Access: | http://dx.doi.org/10.1155/2022/3966740 |
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| _version_ | 1832565660248440832 |
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| author | Liang Hu Yuan Yuan Qing Chen Xiangying Kang Yan Zhu |
| author_facet | Liang Hu Yuan Yuan Qing Chen Xiangying Kang Yan Zhu |
| author_sort | Liang Hu |
| collection | DOAJ |
| description | This paper conducts an in-depth study and analysis of the practice and application of teaching English pronunciation to children using AR (augmented reality) game assistance. The article analyzes the design of AR educational games based on the concept of learning behavior input, clarifies and determines the factors influencing students’ learning behavior input in AR gamified teaching environment, and proposes the design principles of AR educational games based on learning behavior input. By analyzing the characteristics of experiential learning and AR, the model of AR-based English experiential learning activities for elementary school is established. Based on certain demand analysis, the AR software that can be used for teaching pronunciation in elementary school English classrooms was designed and developed using Unity3D and 3ds Max software. The experimental method was used to compare and apply the software in the target school, and the students of elementary school X were selected as the experimental subjects. The data were analyzed with the help of SPSS and NVivo software, and the questionnaire was used to measure the “ease of use,” “usefulness,” and “satisfaction with the software.” The questionnaire was used to measure students’ acceptance of AR software in three dimensions: “ease of use,” “usefulness,” and “satisfaction with the software.” |
| format | Article |
| id | doaj-art-94efdc948eb04c7dbee63fa5ffdd4c19 |
| institution | Kabale University |
| issn | 1557-0703 |
| language | English |
| publishDate | 2022-01-01 |
| publisher | Wiley |
| record_format | Article |
| series | Occupational Therapy International |
| spelling | doaj-art-94efdc948eb04c7dbee63fa5ffdd4c192025-02-03T01:07:05ZengWileyOccupational Therapy International1557-07032022-01-01202210.1155/2022/3966740The Practice and Application of AR Games to Assist Children’s English Pronunciation TeachingLiang Hu0Yuan Yuan1Qing Chen2Xiangying Kang3Yan Zhu4School of Foreign StudiesSchool of Foreign LanguagesSchool of Foreign StudiesSchool of Foreign StudiesSchool of Foreign LanguagesThis paper conducts an in-depth study and analysis of the practice and application of teaching English pronunciation to children using AR (augmented reality) game assistance. The article analyzes the design of AR educational games based on the concept of learning behavior input, clarifies and determines the factors influencing students’ learning behavior input in AR gamified teaching environment, and proposes the design principles of AR educational games based on learning behavior input. By analyzing the characteristics of experiential learning and AR, the model of AR-based English experiential learning activities for elementary school is established. Based on certain demand analysis, the AR software that can be used for teaching pronunciation in elementary school English classrooms was designed and developed using Unity3D and 3ds Max software. The experimental method was used to compare and apply the software in the target school, and the students of elementary school X were selected as the experimental subjects. The data were analyzed with the help of SPSS and NVivo software, and the questionnaire was used to measure the “ease of use,” “usefulness,” and “satisfaction with the software.” The questionnaire was used to measure students’ acceptance of AR software in three dimensions: “ease of use,” “usefulness,” and “satisfaction with the software.”http://dx.doi.org/10.1155/2022/3966740 |
| spellingShingle | Liang Hu Yuan Yuan Qing Chen Xiangying Kang Yan Zhu The Practice and Application of AR Games to Assist Children’s English Pronunciation Teaching Occupational Therapy International |
| title | The Practice and Application of AR Games to Assist Children’s English Pronunciation Teaching |
| title_full | The Practice and Application of AR Games to Assist Children’s English Pronunciation Teaching |
| title_fullStr | The Practice and Application of AR Games to Assist Children’s English Pronunciation Teaching |
| title_full_unstemmed | The Practice and Application of AR Games to Assist Children’s English Pronunciation Teaching |
| title_short | The Practice and Application of AR Games to Assist Children’s English Pronunciation Teaching |
| title_sort | practice and application of ar games to assist children s english pronunciation teaching |
| url | http://dx.doi.org/10.1155/2022/3966740 |
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