TÁC ĐỘNG CỦA TƯƠNG TÁC THỰC TẾ TỚI ĐỘNG LỰC HỌC TẬP CỦA SINH VIÊN TRONG MÔN ĐỌC VÀ NHỮNG VẤN ĐỀ LIÊN QUAN

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Tác giả: Thị Khánh Linh Lê

Ngôn ngữ: Vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học và Công nghệ Đại học Thái Nguyên, 2020

Mô tả vật lý:

Bộ sưu tập: Metadata

ID: 422029

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Tương tác thực tế đã trở thành một trong những ứng dụng công nghê mới nhất trong giáo dục, đặc biệt là trong dạy và học ngôn ngữ. Mặc dù có những lợi thế nổi bật, tương tác thực tế vẫn tồn tại nhiều bất cập. Vì vậy nghiên cứu này được thực hiện nhằm tìm hiểu xem sinh viên đánh giá như thế nào về tác động của tương tác thực tế đối với động lực học tập của mình trong lớp học kỹ năng đọc, và các khó khăn các em gặp phải với tương tác thực tế. Nghiên cứu tập trung trả lời hai câu hỏi nghiên cứu về động lực học tập của sinh viên trước và sau khi tương tác thực tế được dùng trong lớp và những trở ngại khi học với tương tác thực tế. Số liệu được thu thập thông qua câu hỏi khảo sát trước và sau khi tương tác thực tế được dùng trong lớp và phỏng vấn. Kết quả khảo sát trước và sau khi áp dụng tương tác thực tế trong lớp học cho thấy sau khi được học với tương tác thực tế, động lực học tập của sinh viên đã tăng lên rõ rệt. Đồng thời kết quả khảo sát cuối giai đoạn và phỏng vấn chỉ ra các khó khăn khi sử dụng tương tác thực tế trong lớp, đặc biệt là vấn đề kỹ thuật. Hy vọng rằng, những kết quả này sẽ giúp giáo viên và sinh viên sử dụng tương tác thực tế hiệu quả hơn trong lớp học của mình., Tóm tắt tiếng anh, Augmented reality, one of the latest technologies implemented in education, has gained its reputation as a classroom motivational trigger, particularly in language classrooms. Though the advantages of augmented reality in educational settings are undeniable, it still has several downsides. The purpose of this research is to examine learners' evaluation upon the impact of augmented reality on their learning motivation in a reading classroom, and difficulties they have to face when experiencing AR in their class. Two research questions were formulated, regarding the students' learning motivation prior to and after the use of augmented reality and related problems in their reading classroom. Data from pre-usage and post-usage questionnaires developed based on the Instructional Materials Motivation Survey show that the students' learning motivation was significantly increased after the intervention of augmented reality in their classroom. Also, results from the end-line questionnaire and semi-structured interviews revealed typical problems arising during the use of augmented reality, with technical problems appearing to be of the biggest concern. It is hoped that these results would benefit teachers in the inclusion of augmented reality in their language classes and facilitate students' learning process.

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