Abstract

With the rise of augmented reality (AR) and context-aware ubiquitous learning (CAUL), pedagogical designers in computer assisted language learning are increasingly developing authentic English for Specific Purposes (ESP) learning environments. However, there has been little research regarding the development of evidence-based principles for English for tourism purposes (ETP) through AR-based CAUL. The purpose of this study was to provide a preliminary analysis of the design principles and develop a learning model based on a rigorous four-phase Design-Based Research procedure. The researchers first developed a location-based AR application for ETP and formulated the first set of design principles. This application was further tested and refined in an iterative process, with data collected from three different sources. The data collection methods included an online questionnaire, onsite observations, and semi-structured expert interviews. All the data was triangulated and analyzed, and a team of experts evaluated the design principles. Results showed that the technical affordances of mobile AR devices should form the basis for the design. The application needs to seamlessly provide multimodal scenery-based AR learning supports to fulfill individual needs in blended learning contexts. Furthermore, a user-friendly interface with personalized functions and a portfolio recording the learning progress needs to be included. Multimodal authentic ETP dialogs and terminology are also necessary in order to build students’ ETP speaking competence. Moreover, the learning material should be compatible with the main theories which drive language learning in CAUL. In light of the findings, a learning model was established to guide AR-based ETP learning and serve as template for future studies in other ESP fields.

摘要

随着增强现实 (AR) 和上下文感知无处不在学习 (CAUL) 的兴起，计算机辅助语言学习的教学设计者越来越多地开发地道的特定用途英语 (ESP) 学习环境。然而，关于通过基于 AR 的 CAUL 为旅游目的英语 (ETP) 制定循证原则的研究很少。本研究的目的是对设计原则进行初步分析，并根据严格的四阶段基于设计的研究程序开发学习模型。研究人员首先为 ETP 开发了基于位置的 AR 应用程序，并制定了第一套设计原则。该应用程序在迭代过程中进一步测试和改进，数据来自三个不同的来源。数据收集方法包括在线问卷调查、现场观察和半结构式专家访谈。所有数据都经过三角测量和分析，专家团队评估了设计原则。结果表明，移动 AR 设备的技术支持应构成设计的基础。该应用程序需要无缝地提供基于多模式场景的 AR 学习支持，以满足混合学习环境中的个人需求。此外，还需要包括具有个性化功能的用户友好界面和记录学习进度的档案袋。为了培养学生的 ETP 口语能力，多模式真实的 ETP 对话和术语也是必要的。此外，学习材料应与推动 CAUL 语言学习的主要理论相兼容。