Abstract
The aim of this research is to explore learners’ learning behavior differences in a customized augmented reality (AR) English learning system (CARELS) by analyzing the learners’ behavioral history. The results show that male learners lost the scan directions of AR learning targets more often than female learners, while female learners learning in one AR target was more careful and detailed compared to male learners. One implication of these results is that researchers should consider the gender difference, and give adaptive feedback or teaching materials when designing this type of AR English learning system.
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Acknowledgements
This research is partially supported by the Ministry of Science and Technology, Taiwan, R.O.C. under Grant no. MOST 106-2511-S-006-006-MY3 and MOST 106-2511-S-006-001-MY3.
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Huang, YC., Wu, TT., Huang, YM., Sandnes, F.E. (2018). Exploring Learning Behavior Transformation Patterns in an AR English System: A Study of Gender Differences. In: Wu, TT., Huang, YM., Shadiev, R., Lin, L., Starčič, A. (eds) Innovative Technologies and Learning. ICITL 2018. Lecture Notes in Computer Science(), vol 11003. Springer, Cham. https://doi.org/10.1007/978-3-319-99737-7_46
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