{"title":"通过机器人的增强现实技术扩展体现认知的医疗英语课堂","authors":"Saeed Khazaie , Ali Derakhshan","doi":"10.1016/j.esp.2024.03.001","DOIUrl":null,"url":null,"abstract":"<div><p>Researchers have indicated that integrating augmented reality into robot-assisted language learning modules could visually represent the students' learning needs and extend their embodied cognition of comprehension. To examine the potential of robots through extended embodied cognition, this quasi-experimental study was conducted in the English for Medical Purposes classrooms at <em>the Isfahan University of Medical Sciences</em>. In the 2022 academic year, 526 male and female participants, whose first language is not English, were selected. Students were sorted into three English proficiency levels: pre-intermediate (n = 176), intermediate (n = 175), and upper-intermediate (n = 175), then semi-randomly divided into three-member teams, subsequently, randomly assigned to control (n = 370) or experimental (n = 156) groups. Students in the control group learned English for Medical Purposes listening and reading through online classrooms, while those in the experimental group learned the skills in robot (augmented reality)-assisted classrooms. In the control and experimental groups, flipped classrooms were conducted under the supervision of the teachers. The primary data sources included formative assessments of the participants' English for Medical Purposes listening and reading, as well as interviews. The findings showed that the participants in the robot's augmented reality group achieved significantly higher results, when compared with robot-only and control groups, in English for Medical Purposes listening and reading in academia and the healthcare fields. The positive perception participants had of robot's augmented reality was clear, based on interview results. The outcomes are discussed in detail.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"75 ","pages":"Pages 15-36"},"PeriodicalIF":3.2000,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Extending embodied cognition through robot's augmented reality in English for medical purposes classrooms\",\"authors\":\"Saeed Khazaie , Ali Derakhshan\",\"doi\":\"10.1016/j.esp.2024.03.001\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Researchers have indicated that integrating augmented reality into robot-assisted language learning modules could visually represent the students' learning needs and extend their embodied cognition of comprehension. To examine the potential of robots through extended embodied cognition, this quasi-experimental study was conducted in the English for Medical Purposes classrooms at <em>the Isfahan University of Medical Sciences</em>. In the 2022 academic year, 526 male and female participants, whose first language is not English, were selected. Students were sorted into three English proficiency levels: pre-intermediate (n = 176), intermediate (n = 175), and upper-intermediate (n = 175), then semi-randomly divided into three-member teams, subsequently, randomly assigned to control (n = 370) or experimental (n = 156) groups. Students in the control group learned English for Medical Purposes listening and reading through online classrooms, while those in the experimental group learned the skills in robot (augmented reality)-assisted classrooms. In the control and experimental groups, flipped classrooms were conducted under the supervision of the teachers. The primary data sources included formative assessments of the participants' English for Medical Purposes listening and reading, as well as interviews. The findings showed that the participants in the robot's augmented reality group achieved significantly higher results, when compared with robot-only and control groups, in English for Medical Purposes listening and reading in academia and the healthcare fields. The positive perception participants had of robot's augmented reality was clear, based on interview results. The outcomes are discussed in detail.</p></div>\",\"PeriodicalId\":47809,\"journal\":{\"name\":\"English for Specific Purposes\",\"volume\":\"75 \",\"pages\":\"Pages 15-36\"},\"PeriodicalIF\":3.2000,\"publicationDate\":\"2024-03-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"English for Specific Purposes\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0889490624000152\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"English for Specific Purposes","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0889490624000152","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LINGUISTICS","Score":null,"Total":0}
Extending embodied cognition through robot's augmented reality in English for medical purposes classrooms
Researchers have indicated that integrating augmented reality into robot-assisted language learning modules could visually represent the students' learning needs and extend their embodied cognition of comprehension. To examine the potential of robots through extended embodied cognition, this quasi-experimental study was conducted in the English for Medical Purposes classrooms at the Isfahan University of Medical Sciences. In the 2022 academic year, 526 male and female participants, whose first language is not English, were selected. Students were sorted into three English proficiency levels: pre-intermediate (n = 176), intermediate (n = 175), and upper-intermediate (n = 175), then semi-randomly divided into three-member teams, subsequently, randomly assigned to control (n = 370) or experimental (n = 156) groups. Students in the control group learned English for Medical Purposes listening and reading through online classrooms, while those in the experimental group learned the skills in robot (augmented reality)-assisted classrooms. In the control and experimental groups, flipped classrooms were conducted under the supervision of the teachers. The primary data sources included formative assessments of the participants' English for Medical Purposes listening and reading, as well as interviews. The findings showed that the participants in the robot's augmented reality group achieved significantly higher results, when compared with robot-only and control groups, in English for Medical Purposes listening and reading in academia and the healthcare fields. The positive perception participants had of robot's augmented reality was clear, based on interview results. The outcomes are discussed in detail.
期刊介绍:
English For Specific Purposes is an international peer-reviewed journal that welcomes submissions from across the world. Authors are encouraged to submit articles and research/discussion notes on topics relevant to the teaching and learning of discourse for specific communities: academic, occupational, or otherwise specialized. Topics such as the following may be treated from the perspective of English for specific purposes: second language acquisition in specialized contexts, needs assessment, curriculum development and evaluation, materials preparation, discourse analysis, descriptions of specialized varieties of English.