Via a systematic review of the literature on learning games, this article presents a systematic discussion on the design of intrinsic integration of domain-specific learning in game mechanics and ...game world design. A total of 69 articles ultimately met the inclusion criteria and were coded for the literature synthesis. Exemplary learning games cited in the articles reviewed and developed by credible institutions were also analyzed. The cumulative findings and propositions of the game-based learning-play integration have been extracted and synthesized into five salient themes to clarify what, how, where, and when learning and content are embedded in and activated by gameplay. These themes highlight: (a) the types of game-based learning action—prior-knowledge activation and novel-knowledge acquisition, (b) the modes in which learning actions are integrated in game actions—representation, simulation, and contextualization, (c) the blended learning spaces contrived by game mechanics and the game world, (d) the occurrence of meta-reflective and iterative learning moments during game play, and (e) the multifaceted in-game learning support (or scaffolding). Future directions for the design and research of learning integration in digital games are then proposed.
In this paper, we present a design research study in Mobile Assisted Language Learning (MALL) that emphasizes learner created content and contextualized meaning making. In learning Chinese idioms, ...students proactively used smartphones on a 1:1 basis to capture photos of the real-life contexts pertaining to the idioms, and to construct sentences with them. Subsequently, in-class or online sharing and discussions on the contexts took place, which would enhance the students' understanding of the proper usage of the idioms. The learning design is grounded in seamless learning that encompasses in-class formal learning and out-of-class informal settings, and personal and social learning spaces. Our analysis of the student artifacts in both product- and process-oriented aspects reveal the students' cognitive process and learning strategies during the course of content creation. The students' ongoing, open-ended, personal-to-social meaning making process and artifacts have shown some indicators ofseamless language learningthat has the potential of transforming language learning into an authentic learning experience.
We propose that the design and implementation of effectiveSocial Learning Analytics (SLA)present significant challenges and opportunities for both research and enterprise, in three important ...respects. The first is that the learning landscape is extraordinarily turbulent at present, in no small part due to technological drivers. Online social learning is emerging as a significant phenomenon for a variety of reasons, which we review, in order to motivate the concept of social learning. The second challenge is to identify different types of SLA and their associated technologies and uses. We discuss five categories of analytic in relation to online social learning; these analytics are either inherently social or can be socialised. This sets the scene for a third challenge, that of implementing analytics that have pedagogical and ethical integrity in a context where power and control over data are now of primary importance. We consider some of the concerns that learning analytics provoke, and suggest that Social Learning Analytics may provide ways forward. We conclude by revisiting the drivers and trends, and consider future scenarios that we may see unfold as SLA tools and services mature.
Western and East Asian people hold fundamentally different beliefs about learning that influence how they approach child rearing and education. Reviewing decades of research, Dr Jin Li presents an ...important conceptual distinction between the Western mind model and the East Asian virtue model of learning. The former aims to cultivate the mind to understand the world, whereas the latter prioritizes the self to be perfected morally and socially. Tracing the cultural origins of the two large intellectual traditions, Li details how each model manifests itself in the psychology of the learning process, learning affect, regard of one's learning peers, expression of what one knows and parents' guiding efforts. Despite today's accelerated cultural exchange, these learning models do not diminish but endure.
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
Recent years have witnessed an increasing interest in the flipped classroom model, and many flipped programs have been funded and implemented to explore the effectiveness of this new model. However, ...previous studies centering on comparative assessment have indicated that it is not always entirely successful in terms of promoting students' performance and/or satisfaction, which warrants further research on the contributing factors and driving mechanism accounting for students' perceptions of flipped settings. In order to fill this gap, in this study, a students' satisfaction model for the flipped classroom was constructed based on the experiential learning theory. A total of 178 undergraduate students in Mainland China participated in 32-week College English flipped classes, from whom 146 valid questionnaires were obtained. The proposed research model was evaluated through longitudinal surveys followed by the structural equation modeling technique. The results indicated that, compared with the designs of Personalized Learning Climate, learners' Prior Learning Experience is a far more significant antecedent for predicting their satisfaction. Furthermore, Perceived Quality (with five first-order dimensions) and Perceived Value are two vital mediators to student satisfaction. The implications of this study are also discussed.
In this era of rapid technological evolution, the landscape of education continually transforms. This compilation is a timely endeavor, capturing the intersection of technology and learning, a ...synergy pivotal for the future. This anthology, a mosaic of innovation and insight, beckons readers to witness the dawn of a transformative epoch in education.
Augmented reality (AR) deepens learning interactions by imposing digital information on top of physical settings. This study implemented an AR-enhanced theme-based contextualized learning and aimed ...to examine the effects of captions (non-caption, English caption and Chinese caption) and English proficiency (less proficient and proficient) on junior high school students' English learning effectiveness, motivation and attitude. Six classes of ninth-graders voluntarily participated in the experimental learning sessions using tablets. A factorial design was employed, and the participants' learning performance, motivation and attitude were evaluated. The results indicated that captions did not affect knowledge comprehension, but English proficiency played a significant role in it. The effects of captions and English proficiency on knowledge application indicated that English captions placed high cognitive load and hindered less proficient learners' knowledge application, but proficient learners performed equally under different caption conditions. Generally, students demonstrated positive motivation toward learning from the AR-enhanced contextualized learning. The proficient learners were more motivated in terms of self-efficacy, proactive learning and learning value. All learners expressed positive attitude toward learning, among whom, those who learned without captions showed greater degrees of confidence and preferences, and the proficient learners showed greater degrees of confidence, preferences, learning process and learning strategy but lower degrees of anxiety.
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