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Using Gamification and Augmented Reality to Encourage Japanese Second Language Students to Speak English
KTH, School of Electrical Engineering and Computer Science (EECS).
2019 (English)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

Language anxiety is one of the key problems that hinder language learners to speak a target second language. This problem is especially relevant for Japanese second language learners, who tend to have difficulties in English. To alleviate this problem, researchers have succeeded in leveraging modern technologies to help second language learners practice various language skills, including speaking. These research papers introduce modern technologies into the field of education, which is the guide and basis of this paper. This study aims to help Japanese second language students to overcome the barrier of speaking English by designing a game-based language learning tool that incorporates elements of Augmented Reality (AR) technology.

In this study, we try to encourage students to speak English by designing an AR-aided cooperative game. The GOAT (Gamified cOmunicAtion Tool) application was developed with gamification and AR technology. The tool was evaluated with 39 second language students at the different stages of its development during a period of eight months. The results suggest that the GOAT app has a high potential to help students to overcome their language anxiety and ultimately the barrier of speaking English. The findings of this study serve to prove that the use of gamification in the designed tool has a positive influence on second language learners. In particular, the GOAT app was found to promote students’ confidence and to encourage communications in a public setting. The enhanced confidence and more frequent communications ultimately lead Japanese students to be able to converse in English in a more natural and fluent manner. Nonetheless, the evidence with regard to whether the use of AR elements imposes a direct positive influence on second language learners’ confidence is not sufficient enough. Further research along this path is recommended for a more concrete conclusion to be made.

Abstract [sv]

Språkångest är ett av de viktigaste problemen som förhindrar språkstudenter att tala ett annat språk. Detta problem är särskilt relevant för japanska språkstudenter, som har svårigheter att lära sig tala engelska. För att lösa detta problem har forskare visat att man kan använda modern teknik för att hjälpa språkstudenter att öva olika språkfärdigheter, inklusive den muntliga språkfärdigheten. Denna studie syftar till att hjälpa japanska andraspråks studenter att överkomma svårigheter för att tala engelska genom att designa och utvärdera ett spelbaserat språkinlärningsverktyg som innehåller element av Augmented Reality (AR) teknologi.

I denna studie försöker vi uppmuntra japanska andraspråks studenter att tala engelska genom att designa ett AR-baserat spelverktyg, GOAT (Gamified cOmunicAtion Tool). Verktyget utvärderades med 39 andraspråkstudenter i olika stadier av dess utveckling under en period av åtta månader. Resultaten tyder på att GOAT app har potential att hjälpa studenterna att överkomma språkångest och svårigheter att tala engelska. Studier visar att användningen av spelelementen i det utformade verktyget har ett positivt inflytande på studenter. I synnerhet fann vi att GOAT kan utveckla studenternas förmåga att kommunicera på engelska i en offentlig miljö. Däremot behövs det en vidare forskning på hur användningen av AR-element påverkar japanska andraspråksstudenters utveckling av deras förmåga att tala engelska.

Place, publisher, year, edition, pages
2019. , p. 14
Series
TRITA-EECS-EX ; 2019:842
National Category
Computer and Information Sciences
Identifiers
URN: urn:nbn:se:kth:diva-271212OAI: oai:DiVA.org:kth-271212DiVA, id: diva2:1416017
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Examiners
Available from: 2020-03-20 Created: 2020-03-20 Last updated: 2020-03-20Bibliographically approved

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2728293031323330 of 204
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