Dissertation/Thesis Abstract

Student perceptions of a mobile augmented reality game and willingness to communicate in Japanese
by Shea, Andrea Misao, Ed.D., Pepperdine University, 2014, 175; 3619866
Abstract (Summary)

Communication is a key component in learning a second language (L2). As important as the ability to communicate in the L2 is the willingness to use the L2 or, what has been identified in the literature as Willingness to Communicate (WTC). Language is best learned when situated in, and based on, real-life experiences. Technological tools such as virtual worlds, mobile devices, and augmented reality (AR) are increasingly used to take language learning outside of the classroom. The affordances (e.g., portability, engagement, context-sensitivity) of these tools may have an impact on the following WTC antecedents: perceived competence, reduced L2 anxiety, security, excitement, and responsibility. The nature of this impact suggests that an AR mobile game may positively affect students' WTC. The purpose of this case study was to examine student perceptions regarding the use and design qualities of an AR mobile game in the language learning process and the effect of these qualities on student perceptions of their WTC. Nine students in a second-year Japanese language class at an institute of higher education in California participated in the study by playing an AR mobile game for three weeks. Data were collected through a demographic survey, game-play observations, game artifacts in the form of images and audio, game log data, and interviews. Findings suggest that AR mobile games can provide a viable means to take language learning outside the classroom and into self-selected spaces to affect positively students' WTC. From this investigation, it is evident that AR mobile language learning games can: (a) extend learning outside the classroom, (b) reduce L2 anxiety, and (c) promote personalized learning.

Indexing (document details)
Advisor: Jago, Martine
Commitee: Masuyama, Kazue, Purrington, Linda
School: Pepperdine University
Department: Education
School Location: United States -- California
Source: DAI-A 75/08(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Foreign language education, Educational technology, Higher education
Keywords: Augmented reality, Japanese language, Mobile learning, Video games
Publication Number: 3619866
ISBN: 978-1-303-89441-1
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