Collaborative learning via mobile language gaming and augmented reality: affordances and limitations of technologies
| dc.contributor.author | Perry, Bernadette | |
| dc.contributor.supervisor | Damian, Daniela | |
| dc.contributor.supervisor | Caws, Catherine | |
| dc.date.accessioned | 2022-04-05T23:00:27Z | |
| dc.date.available | 2022-04-05T23:00:27Z | |
| dc.date.copyright | 2022 | en_US |
| dc.date.issued | 2022-04-05 | |
| dc.degree.department | Interdisciplinary Graduate Program | en_US |
| dc.degree.level | Doctor of Philosophy Ph.D. | en_US |
| dc.description.abstract | This research explores collaborative second language (L2) learning in gamified environments, and specifically examines affordances and limitations of mobile gamified language systems and augmented reality (AR) in supporting collaborative L2 learning. Therefore, this design-based research entailed the development and evaluation of two L2 AR gamified collaborative learning tools, Explorez and VdeUVic. At different locations on campus, players interact with characters that give them quests including clues or options to further the storyline. The gameplay interactions were designed to take place either in the form of written text or audio and video recordings, encouraging students to practice both oral and written language competencies. Three cohorts of FL2 university students playtested both gamified systems, and 58 students chose to participate in the study. The evaluation of the AR language tools was implemented by means of mixed-method case studies, collecting data of both a qualitative and quantitative nature, through pre- and post- play questionnaires, interviews, and video recordings of student gameplay interactions for analysis. This research examined the learners’ perceptions of their learning experience and in what ways students collaborated to complete the tasks. Additionally, the adaptation of Volet et al.’s (2009) collaborative learning framework permitted the examination of the learners content processing and social regulation during gameplay. The findings suggested the potential of AR gamified environments to facilitate high levels of interaction and collaboration. The analysis showed distinct patterns of collaborative learning across groups and sessions. Additionally, the findings identified patterns in the emergence of learners’ high-level co-regulation, as well as factors that assisted students in sustaining engagement of high-level co-regulation during gameplay. | en_US |
| dc.description.scholarlevel | Graduate | en_US |
| dc.identifier.uri | http://hdl.handle.net/1828/13849 | |
| dc.language | English | eng |
| dc.language.iso | en | en_US |
| dc.rights | Available to the World Wide Web | en_US |
| dc.subject | collaborative learning | en_US |
| dc.subject | language learning | en_US |
| dc.subject | augmented-reality | en_US |
| dc.subject | gamified learning environment | en_US |
| dc.subject | FL2 | en_US |
| dc.subject | quest-based learning | en_US |
| dc.title | Collaborative learning via mobile language gaming and augmented reality: affordances and limitations of technologies | en_US |
| dc.type | Thesis | en_US |