Effects of AR Picture Books on German Teaching in Universities

In this paper, we discuss the teaching effects of augmented reality (AR) technology in German instruction. We conducted one prestudy and three formal studies on German learners in China's mainland and Taiwan region. In the formal studies, a total of 120 students participated in the survey, allo...

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Bibliographic Details
Published inJournal of Intelligence Vol. 10
Main Authors Gu, Chao, Chen, Jiangjie, Yang, Chun, Wei, Wei, Jiang, Qianling, Jiang, Liao, Wu, Qiuhong, Lin, Shu-Yuan, Yang, Yunshuo
Format Journal Article
LanguageEnglish
Published MDPI AG 2022
Subjects
College Students
Computer Simulation
Cooperative Learning
Educational Technology
Foreign Countries
German
Instructional Effectiveness
Language Proficiency
Picture Books
Second Language Instruction
Student Satisfaction
China
Taiwan
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Summary:In this paper, we discuss the teaching effects of augmented reality (AR) technology in German instruction. We conducted one prestudy and three formal studies on German learners in China's mainland and Taiwan region. In the formal studies, a total of 120 students participated in the survey, allowing us to compare the differences in interest in learning between AR picture books and traditional picture books. A total of 114 students took part in the survey, which enabled us to compare the contribution of AR picture books to teaching when students' satisfaction and German proficiency were different. To improve satisfaction, 514 students participated in the survey regarding the influence of the interactive narrative design effect and peer learning on satisfaction with using AR picture books. The results suggest that when learning German with AR picture books, satisfaction is the key construct that determines students' learning states.