Design, development and testing of BodoRao—A markerless augmented reality application for endangered language in primary education

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Computer Assisted Learning Pub Date : 2024-08-20 DOI:10.1111/jcal.13056

Dipali Basumatary, Ranjan Maity

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Abstract

Background

Augmented reality can provide a 3D virtual experience, widely used in modern education. However, the impact of these applications on the underdeveloped tribal community has yet to be investigated. To our knowledge, no markerless augmented reality application has been developed especially for learning the language of the Bodo tribe. Therefore, we have developed a markerless augmented reality application—BodoRao to teach the alphabet and numerals of the Bodo tribal language.

Objective

This study aims to assess the usability and efficacy of the BodoRao application. To investigate how augmented reality apps affect students' academic achievement in language acquisition. Also, assess the students' attitude towards using an augmented reality application.

Method

A mixed-method approach that combined quantitative and qualitative methods was used to gather the data. A total of 80 students drawn from two user groups: native speakers and non-native speakers were evaluated, to determine if the BodoRao application can benefit a variety of speakers. Furthermore, from each of the user groups, experimental and control groups were formed. The experimental group used an augmented reality application to learn while the control group studied using a traditional textbook. Eight teachers were also interviewed to get their opinions on the BodoRao application.

Results and Conclusion

The findings found a significant difference in the achievement test results between the experimental and control groups for both native and non-native users. Students' positive attitudes toward the application were also observed, as represented by their high application satisfaction, low anxiety and readiness for use. Additionally, it was observed that there was a positive and significant correlation between the academic achievements and attitudes of native and non-native students in the experimental group.

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设计、开发和测试 BodoRao--小学教育中濒危语言的无标记增强现实应用程序

背景增强现实技术可提供三维虚拟体验，在现代教育中得到广泛应用。然而，这些应用对欠发达部落社区的影响还有待研究。据我们所知，还没有开发出专门用于学习博多部落语言的无标记增强现实应用程序。因此，我们开发了一款无标记增强现实应用程序--BodoRao，用于教授博多部落语言的字母和数字。调查增强现实应用程序如何影响学生的语言学习成绩。同时，评估学生对使用增强现实应用程序的态度。方法采用定量和定性相结合的混合方法收集数据。共评估了来自两个用户组（母语使用者和非母语使用者）的 80 名学生，以确定 BodoRao 应用程序是否能使各种语言使用者受益。此外，每个用户组都分成了实验组和对照组。实验组使用增强现实应用程序进行学习，而对照组则使用传统教科书进行学习。研究结果发现，实验组和对照组的母语用户和非母语用户的成绩测试结果存在显著差异。学生对应用软件的积极态度也得到了观察，表现在他们对应用软件的高满意度、低焦虑度和使用准备度。此外，实验组母语和非母语学生的学习成绩和态度之间也存在显著的正相关。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope