Teaching English with Augmented Reality Technology: Evaluative Feedback of Elementary School Student

April 1-3, 2015, Kuala Lumpur, Malaysia

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e-CASE & e-Tech 2015 2015 International Conference on e-Commerce, e-Administration,

e-Society, e-Education, and e-Technology

Organized by Knowledge Association of Taiwan (KAT)

International Business Academics Consortium (iBAC)

Sponsored by INTI International University, Malaysia

Shih Chien University, Taiwan National Taipei University, Taiwan

Academy of Taiwan Information Systems Research (ATISR)

PARKROYAL Hotel Kuala Lumpur, Kuala Lumpur, Malaysia

April 1-3, 2015

Proceedings of the 2015 International Conference on e-Commerce, e-Administration, e-Society, e-Education, and e-Technology, ISSN 2074-5710, Published by Knowledge Association of Taiwan.

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Organizing Committee

Conference Chair Wenchang Fang, National Taipei University (Taiwan)

Conference Co-chairs David Ang, Auburn University at Montgomery (USA) Wachara Chantatub, Chulalongkorn University (Thailand) Edward Watson, Louisiana State University (USA)

Local Committee Chair Michael Sau Moi Yap, INTI International College Penang (Malaysia)

Local Committee Co-chairs Jagdeep Singh Jassel, INTI International University (Malaysia)

Steering Committee Chairs Dan-Pai Feng, MingHsin University of Science and Technology (Taiwan) Etsuko Katsu, Meiji University (Japan) Edwin J. Portugal, State University of New York at Potsdam (USA) Uthai Tanlamai, Chulalongkorn University (Thailand)

Academic Committee Chair Chian-Son Yu, Shih Chien University (Taiwan)

Program Chairs Chien-Kuo Li, Shih Chien University (Taiwan) Chih-Chien Wang, National Taipei University (Taiwan)

Conference and Program Coordinators Ta-Wei Hung, Shih Chien University (Taiwan) Chien-Kuo Li, Shih Chien University (Taiwan)

Finance and Registration Chair Ta-Wei Hung, Shih Chien University (Taiwan)

Publicity Chair Mu-Fen Chao, Tamkang University (Taiwan)


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International Committee

International Committee Chairs Tommi Laukkanen, University of Eastern Finland (Finland) Jason Tsai, National Taipei University (Taiwan)

International Committee Co-chairs Ki-Han Chung, Gyeongsang National University (Korea) Robert Davison, City University of Hong Kong (China) Maslin Masrom, University Technology Malaysia (Malaysia) Sangeeta Sahney, Indian Institute of Technology (India)

International Committee Hyung Jun Ahn, Hongik University (Korea) Wantana Amatariyakul, Rajamangala University of Technology Isan (Thailand) Mehdi Asgarkhani, New Zealand Computer Society (New Zealand) Christina Ling-Hsing Chang, National Pingtung Institute of Commerce (Taiwan) Tsung-Han Chang, Kao Yuan University (Taiwan) Yao-Chung Chang, National Taitung University (Taiwan) Wachara Chantatub, Chulalongkorn University (Thailand) John Chelliah, University of Technology, Sydney (Australia) Chun-Der Chen, Ming Chuan University (Taiwan) Chyun-Chyi Chen, Far East University (Taiwan) Shi-Huang Chen, Shu-Te University (Taiwan) Shi-Jay Chen, National United University (Taiwan) Tsung-Yi Chen, Nanhua University (Taiwan) Ying-Hsiu Chen, Tamkang University (Taiwan) Kai-Wen Cheng, National Kaohsiung University of Hospitality and Tourism (Taiwan) Christy M. K. Cheung, Hong Kong Baptist University (Hong Kong) Hsien-Kuei Chiu, Jinwen University of Science and Technology (Taiwan) Chin-Wen Chuang, I-Shou University (Taiwan) Tsung-Yen Chuang, National University of Tainan (Taiwan) Ki Han Chung, Gyeongsang National University (Korea) Bin-Yue Cui, Nagoya University (Japan) Robert Davison, City University of Hong Kong (China) Jyh Perng Fang, National Taipei University of Technology (Taiwan) Dan-Pai Feng, Mingshin University of Science and Technology (Taiwan) Jui Feng, Fo Guang University (Taiwan)

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International Committee (Cont’d)Simon Fietze, Helmut-Schmidt-University (Germany) Akira Hattori, Kanagawa Institute of Technology (Japan) Monireh Hosseini, K. N. Toosi University of Technology (Iran) Hsing-Yu Hou, TransWorld University (Taiwan) Ju-Ling Hsiao, Chia Nan University of Pharmacy & Science (Taiwan) Kun-Lin Hsieh, National Taitung University (Taiwan) Chien-Lung Hsu, Chihlee Institute of Technology (Taiwan) Chen-Fen Huang, National United University (Taiwan) Chun-Che Huang, National Chi Nan University (Taiwan) Shiu-Li Huang, Ming Chuan University (Taiwan) Chien-Wen Hung, Chia Nan University of Pharmacy and Science (Taiwan) Zuraini Ismail, University Technology Malaysia (Malaysia) Dafna Kariv, The College of Management Academic Studies (Israel) Yuka Kawasaki, Hyogo University of Teacher Education (Japan) Mizanur Rahman Khondaker, Nanzan University (Japan) Sangmi Kim, Nagoya University (Japan) David Chien-Liang Kuo, Chinese Culture University (Taiwan) Jung-Yu Lai, National Chung Hsing University (Taiwan) Tommi Laukkanen, University of Eastern Finland (Finland) Gen-Yih Liao, Chang Gung University (Taiwan) Chien-Hsin Lin, Yu Da University (Taiwan) Ming-Hua Lin, Shih Chen University (Taiwan) Yao-Chin Lin, Yuan Ze University (Taiwan) Yu-Shan Lin, National Taitung University (Taiwan) Yu-Tzu Lin, National Chi Nan University (Taiwan) Ming-Chou Liu, National Dong Hwa University (Taiwan) Tsong-Zen Liu, National Kaohsiung University of Hospitality and Tourism (Taiwan) Yen-Fen Lo, Shih Chien University (Taiwan) Ching-Ching Lu, National Hsinchu University of Education (Taiwan) Meg Lu, National University of Tainan (Taiwan) George Robert MacLean, University of Tsukuba (Japan) Dave E. Marcial, Silliman University (Philippines) Maslin Masrom, University Technology Malaysia (Malaysia) Mohamad Hisyam Bin Mohd Hashim, Universiti Tun Hussein (Malaysia) Masamitsu Moriyama, Kinki University (Japan) Akiko Ogawa, Nagoya University (Japan) Chen-Kuo Pai, Macau University of Science and Technology (Macau)


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International Committee (Cont’d)Alex Chen-Man Pan, Kao Fong College of Digital Contents (Taiwan) Edwin J. Portugal, State University of New York at Potsdam (USA) Pimmanee Rattanawicha, Chulalongkorn University (Thailand) Ava Clare Marie Robles, Mindanao State University (Philippines) Sangeeta Sahney, Indian Institute of Technology (India) Phannaphatr Savetpanuvong, Chulalongkorn University (Thailand) Syed Shah Alam, National University of Malaysia (Malaysia) Jessica Hsiu-ching Shen, Chia Nan University of Pharmacy & Science (Taiwan) Ming Ta Shih, Yung Ta Institute of Technology & Commerce (Taiwan) Dong-Hee Shin, Sungkyunkwan University (Korea) Jiri Strouhal, University of Economics Prague (Czech Republic) Ying-Chan Tang, National Chiao Tung University (Taiwan) Chatpong Tangmanee, Chulalongkorn University (Thailand) Uthai Tanlamai, Chulalongkorn University (Thailand) Yu-Hui Tao, National University of Kaohsiung (Taiwan) Chia-Chang Tong, Chienkuo Technology University (Taiwan) Masao Toyama, Chiba Institute of Technology (Japan) Hajime Tozaki, Waseda University (Japan) Chung-Hung Tsai, Tzu Chi College of Technology (Taiwan) Jung-Fa Tsai, National Taipei University of Technology (Taiwan) Abraham Gert van der Vyver, Monash University (South Africa) Mei-Hsiang Wang, Southern Taiwan University (Taiwan) Mei-Hsin Wang, National Yunlin University of Science & Technology (Taiwan) Edward Watson, Louisiana State University (USA) Tingsheng Weng, National Chiayi University (Taiwan) Alyssia Wong Siew Yoong, Raffles International Institute (Hong Kong) Hsin-Hung Wu, National Changhua University of Education (Taiwan) Tain-Fung Wu, Asia University (Taiwan) Takami Yasuda, Nagoya University (Japan) C. Rosa Yeh, National Taiwan Normal University (Taiwan) Yung-Shen Yen, Providence University (Taiwan) Shigeki Yokoi, Nagoya University (Japan) Sonny Zulhuda, International Islamic University of Malaysia (Malaysia)

2015 International Conference on e-Commerce, e-Administration, e-Society, e-Education, and e-Technology

Table of Contentse-Commerce

Fraud Behaviors in Online AuctionChu-Fen Li ....................................................................................................................................1

An Intelligence-Based Hybrid Approach for Business Forecasting Involving Big DataLi Ching Ma, Zhi Yu Dai ..............................................................................................................2

Brand Image Management via Websites for Nonprofit OrganizationsShiu-Li Huang, Hsiao-Hsuan Ku ..................................................................................................3

Employee Engagement and Performance Management of GiordanoJyy Ling Tserng, Szu Chiang Chao ...............................................................................................26

Can we use "purchasing bias" and "under-reporting bias" to explain the distribution of rat-ings and positive and negative reviews on hedonic consumption? Review analysis of three ho-tels in MalaysiaYi Loon Saw, Hung-Pin Shih ........................................................................................................36

Can Social Networking Sites Enhance Purchase Intention? The Perspectives of Value, Social Influence, and Gender DifferenceChun-Ming Chang, Yu-Jian Guo, Ming-Chen Chien, Yuan-Chun Chao ......................................42

An Empirical Study on Customers Adoption of E-commerce: A Customer Trust Model to Sup-port the Adoption of E-commerce among SME’s in Sri LankaPadmali Manesha Peiris, Dhananjay Kulkarni .............................................................................57

Implications of Trust and Usability on Ecommerce AdoptionPadmali Manesha Peiris, Dhananjay Kulkarni .............................................................................76

Business Enabling CRM for B2B - Concept and ChallengesNorbert Jesse .................................................................................................................................101

Trendy Monetization on e-TechnologyMei-Hsin Wang .............................................................................................................................112

Exploring the Effects of Search Engine Optimization (SEO) from End Customers’ PerspectiveChien-Liang Kuo, Xue-Fang Huang .............................................................................................121

Developing a Gamification-based Customer Relationship Management Model: A Preliminary StudyAn Yuan, Chih-Shu Chien, Chun-Chien Chao, Mei-Ling Hsiung, Chia-Hung Fang, Chien-Liang Kuo ................................................................................................................................................122

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The Development of a Savings and Loan Monitoring System for Multipurpose Employees Co-operativeLove Jhoye Moreno Raboy, Midel Jay C. Baslote, Jo Marie S. Cervantes, Mary P. Fernandez, Ellen Mae Z. Salada ...............................................................................................................................123

e-Administration

An Information System Outsourcing Project Selection MethodChun-Chin Wei, Kuo-Liang Lee ...................................................................................................134

IT Governance Processes PerceptionSakuna Samithisomboon, Wachara Chantatub .............................................................................149

Domains of Information Technology Governance: An OverviewMehd Asgarkhani ..........................................................................................................................166

e-Society

Analysis of College Students’ Preferences on Facebook Community Website By Using Social Exchange TheoryChun-Chi Lin, Chyun-Chyi Chen .................................................................................................176

Exploring the Factors Affecting Consumer Boycott Behavior: Food Oil Incidents Triggered a Crisis of Brand TrustHsien-Kuei Chiu ...........................................................................................................................191

e-Education

Classification of Students’ Performance in a Learning Management System Using their eLearning Readiness AttributesEllenita Roxas Red, Hanna Grace S. Borlongan, Tesalonica T. Briagas, Ma. Jonessa M. Mendoza 199

A Study of Freshmen’s English Learning Motivation in Taiwan by Using Project-Based Learn-ing and ZUVIOBor Tyng Wang .............................................................................................................................212

The Development of Gini Coefficient Toolbox and Its Application in Teacher EvaluationLi-Xing Ma, Mei-Li You, Yu-Lung Tsai, Jee-Ray Wang, Kun-Li Wen ........................................223

A Study on the Peer Acceptance of Elementary StudentsTe Chou Huang .............................................................................................................................234

Integration the (ISSM) models and (ECT) model to explore the study of nurses’ E-learning system efficiencyChien Wen Hung ...........................................................................................................................246

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Successful Strategies and Elements of the New Learning ParadigmSzu Chiang Chao, Jyy Ling Tserng ...............................................................................................255

The effects on reading comprehension of elementary school students with reading disability using picture-predicted strategyI-Ching Tsai ...................................................................................................................................264

Implementing m-learning for English Language Learning in Sri LankaFazeena Jamaldeen, K. Priyantha Hewagamage, A. Yamaya Ekanayaka .....................................281

Multiple Programming Languages Marking System Using Unit Testing -- Evaluation of Isola-tion of Marking Algorithm --Riki Hiraoka, Masamitsu Moriyama .............................................................................................287

What makes a classroom FLIPPED? --- Taking a Course Designed for the Taiwanese College Students as an ExampleYee-Chia Hu ..................................................................................................................................297

The Effect of TPACK-oriented Instructional Design for Rural School’s Online Tutoring Activ-ityMing Chou Liu, Kuan Hung Wang ...............................................................................................326

A Study on Satisfication with the Educational Needs of Learning Disability High School Stu-dents from Central TaiwanWen-Shan Wang ............................................................................................................................335

A Pilot Study on Aboriginal Gifted Student Learning Strategies in Junior High School in Tai-wanChih-Yuan Tsai ..............................................................................................................................353

A Study for Students’ Learning Interests on Station Teaching with Pre-coached students and Technology Interactive InstallationChieh Ju Huang, Feng-Jui Hsu .....................................................................................................357

A Study on the Influence Factors for Introducing the Free Software of Open Office in Taiwan-ese EnterpriseChaang-Yung Kung, Wei-Chun Ko, Tzung-Ming Yan, Jyun-Yi Jhao ..........................................366

Measuring instructor’s role from student’s perspective in online learning environmentMin-Ling Hung, Chien Chou ........................................................................................................376

A Study on the Attributes of E-learning Platform -Taiwan Power Company as an ExampleWen-Hua Yang, Chih-Sung Lai, Chun-Yu Ke, Hsing-Hui Chu ....................................................384

Teaching English with Augmented Reality Technology: Evaluative Feedback of Elementary School StudentsPoonsri Vate-U-Lan.......................................................................................................................394

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Managing Evaluation and Innovation: Designing an Arts-Led Curriculum for Learners as Dancers to Flip Their English Classroom in Taiwanese Higher EducationPaoling Liao ..................................................................................................................................405

Matching the Needs of the Industry with the College of Information Technology and Comput-er Studies on the Job Training ProgramChristian Macaraig Bana ...............................................................................................................439

Beyond Free: Open Learning in a Networked WorldClement Sudhakar Swarnappa ......................................................................................................449

The Old Dog Keeping Learning New Tricks, but Still Frustrated: An English Teacher’s Self-Reflection on Teaching English as a Foreign LanguageJessica Hsiu-Ching Shen ...............................................................................................................456

Development of programs to form the competence of CIO and assistant CIOs to boost "ICT -oriented schooling"Hironori Sasaki, Seiichi Kishi, Yuka Kawasaki ............................................................................476

An Intelligent/Interactive Educational Tool Based on Android Smartphone TechnologyChian-Yi Chao, Chin-Ming Hsu ...................................................................................................477

Applying Information Technology in Analyzing Five-Element Attributes of One’s Name for Enhancing School Counseling QualityChin-Ming Hsu, Chian-Yi Chao ...................................................................................................489

Producing and Evaluating the teaching Materials made with contactless objects –Applying to One-to-One Technology-Enhanced LearningTsung Sheng Cheng, Yu Chun Lu, Chu Sing Yang .......................................................................499

Reuse of Digital Contents to Develop Online Learning Material for Vocational EducationRosliza Abdul Hamid, Natalya Rudina Shamsuar ........................................................................506

Satisfaction of Learning Management System using EUCS modelRosnah Md Nor, Fadhilah Mat Yamin ..........................................................................................514

The Study of Teaching Strategies-An Example of the Packaging Design of Fish in Sour SoupMin-Yang Liu, Li-Yi Ying, Si-Kang Guo, Hui-Yi Liang ..............................................................524

An NFC Based Context-aware Solution for Finding Books in the Library EnvironmentsKai-Wen Lien, Yih-Jiun Lee .........................................................................................................529

The Impact of Digital Traditional Qigong Regimen Exercises Intervention on the Brain Func-tion in the ElderlyChien- Min Cheng, Yung-Pin Ho, Shin-Tho Huang, Kwok On Lau, I-Mao Chen .......................537

Effectiveness of IT Skills Frameworks for Reform in IT EducationMehdi Asgarkhani .........................................................................................................................538

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The role of System Sociability Factor in Modeling Learning Management System Success in University Education.Sharif Omar Salem, Suha Fouad Salem, Khaironi Bin Sharif ......................................................545

Leveraging Gamification Design in Reshaping the Marketing Strategy of Continuing Educa-tion: A Proposed FrameworkPei-Hui Wu, Hsin-Chih Hsu, Chih-Yin Lin, Yu-Ju Chien, Chien-Liang Kuo ..............................559

An Auto-Sensing Environment for Understanding the Behaviours of Children with Pervasive Developmental DisorderYih-Jiun Lee, Kai-Wen Lien, Ping-Hsiang Hsu, Ching-Yi Chiu, Kuan-Yu Chiang .....................564

SMS Based: Key Word Generated of a Two Way Communication of Student Organizations’ Information DisseminationMarylene Saldon Eder ...................................................................................................................565

The Construction of Three-Dimensional Flower MaterialsTing-Sheng Weng, Chien-Kuo Li .................................................................................................571

e-Technology

A Novel Cloud Log SystemJung-Shian Li ................................................................................................................................572

Subjectivity Classification of Chinese Blog Posts based on Topic-Relevant Document Ex-traction and Opinion ExtractionAn-Zi Yen, Wen-Juan Hou ............................................................................................................573

Development of an Elderly Home-care Service using Cloud Event-based ArchitectureChyun-Chyi Chen, Chun-Chi Lin, Yueh-Min Huang ...................................................................596

A Dynamic Calculation Method for AHP in Unexpected EnvironmentsYun-Ning Liu, Shiow-Yang Wu ....................................................................................................606

A Pilot Study on the Check-in of International Flights at the Taoyuan International AirportYu-Hsing Huang, Ying-Ju Liao .....................................................................................................616

Multi-criteria Resource Brokering in Cloud ComputingChih-Lun Chou, Gwo-Jiun Horng ................................................................................................627

Constructing a Linked Open Data Platform of Taiwanese Religious Temple Tourism Data with Semantic ContentYin-Ting Chuang, Hui-Chen Tsai, Ching-Long Yeh .....................................................................638

A Guideline in Designing Business Intelligence Dashboard for ExecutivePitchayaporn Pongsakornrungsilp, Wachara Chantatub ...............................................................647

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Indoor Positioning Using Decision Tree InductionChienwen Wu, Po-Chih Chen .......................................................................................................664

Applying Kansei Engineering to the Design of Motorcycle DashboardYu-Hsing Huang, Teng-Li You, Ying-Ju Liao ...............................................................................665

The Implementation of a Performance Sensitivity Tool for AHP Decision MakingChienwen Wu, Ying-Shian Tsai ....................................................................................................676

From Chaos to Concert: Evolution of a Digital Collaboration Tool from a To-do ListDevendra Kumar Tiwari, Priyadarshani Singh, Arun Kumar .......................................................677

Contextual Sentiment Polarity Analysis using Conditional Random FieldsJoseph Renan Delas Alas Garcia, Dylan Valerio, Prospero Naval, Jr. ..........................................692

A Mutual Non-repudiation Protocol for a Cloud-based Checkout SystemTao-Ku Chang ...............................................................................................................................707

A Mobile-Based Application for Stock Market Prediction Towards Productive InvestmentRachel A. Nayre, Benilda Eleonor V. Comendador, Argel A. Bandala ........................................709

A Decision Support System for Reservoir Water Management and Risk AnalysisSelwyn Verano Addeb, Rogelyn Llavado Bacsan, Elrick Emmanuel Camazuela Perez, Mary Jane Magno Tan, Benilda V Commendador .........................................................................................716

"Seeing the Sound"- An Introduction of Time Domain Waveform, Frequency Domain Spec-trum, and Waveform Arithmetic Operations for Prospective Young Female ScientistLeslie Tong, Mei-Li You, Mei-Chuan Wei, Wen-Hui Fang ..........................................................722

Design and Implementation of Time and Frequency Response Analysis Test Platform for Woodwind ReedChia-Chang Tong, Zih-Kai Su, En-Tzer Ooi ................................................................................734

Object-oriented Integrated System for Patient-centered e-Healthcare Management: Analysis and Design using UMLKassem Saleh, Naelah Al-Dabbous, Anwar Alyatama .................................................................749

A VoIP Softphone on Android Based Smartphone using SIP for Local Telecommunication Ser-vice Provider in the PhilippinesJunar Arciete Landicho .................................................................................................................750

Smart Phones: an IT Security Concern for IT ManagementMhamed Zineddine .......................................................................................................................761

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Teaching English with Augmented Reality Technology: Evaluative Feedback of Elementary School Students

Poonsri Vate-U-Lan, Ed.D. Graduate School of eLearning, Assumption University of Thailand

Bangkapi, Bangkok, Thailand [email protected]

ABSTRACT The application of new educational technologies to the teaching of English in classrooms around the world is an important endeavor. One of the outstanding innovations is Augmented Reality technology, which is a computer-generated technology that enhances user perception and experience. The researcher selected Augmented Reality technology since it is very attractive to young learners in teaching English as a foreign language in classrooms due to its capacity for learners to see and experience the real world with embedded 3-dimensional content. After explaining Augmented Reality in the context of new technologies development, this paper provides analytical details from a survey of 484 elementary school learners in Bangkok classrooms concerning an Augmented Reality 3D pop-up book called TheSeed Shooting Game. This was designed for a blended learning environment that involved a combination of electronic curriculum material within a traditional teaching context. The statistical feedback given by these young learners through this survey was very positive with no gender variations apparent. The evaluative feedback of these elementary school students towards the application and use of Augmented Reality confirmed the need of innovative technology for future education.

Keyword: 3D, Augmented Reality, Blended Learning, Elementary, Teaching English, Pop-up book, Survey, Thailand

1. Introduction

This research paper reports on evaluative feedback of elementary school students in Thailand towards an application of Augmented Reality (AR) technology. In practice, blended learning is one of the most popular education approaches at elementary level in developing countries such as Thailand due to the young age and corresponding openness of students despite the limitations of Internet speed in some rural areas. These two main factors generating the enthusiasm of young students and interest in the Internet support this current research project conducted in the classroom context which centres on teaching English in class through a blended learning approach. This teaching


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program utilized an Augmented Reality 3Dimensional (3D) pop-up book, namely The Seed Shooting Game, as a resource to teach English as a foreign language to Grade Three students who are about 9 years of age in Bangkok (Vate-U-Lan, 2011).

English is considered as the most important of the foreign languages because of its use as an official language of the Association of South East Asian Nations - ASEAN Economic Community (AEC) and as the major global language even though, in both theory and practice, Thailand has only Thai as the official language (Quinn, 2012). Concern about low English literacy rates among Thai students has been emerging for some time within most Thai academic institutions (The Nation: Business, 2013). According to the ranking of the English Proficiency Index, conducted by the organisation’s head office in Zurich Switzerland, Thailand is categorized in the very low proficiency group ranked at a modest 55th out of 60 countries where English is not the “mother tongue” (Education First, 2013). This low English language ranking among adults is seen as a persistent weakness in terms of global competiveness from a purely economic perspective (Education First, 2013). Out of 60 countries and territories surveyed in 2013, Thailand is placed higher than only Panama, Kazakhstan, Algeria, Saudi Arabia and Iraq (Education First, 2013). The concern that emanates from inadequate English skills is that it indicates a small base of competent adult English speakers necessary for countries in a globalized world and for trading economies. As a consequence, innovation in teaching English to Thai elementary school students is seen as a major priority to be addressed to boost economic performance (Education First, 2013).

The main research instrument developed for this study was the AR 3D pop-up book which is a digital 3D multimedia resource in pop-up book appearance that can be accessed via the computer screen within the AR technology environment. The Seed Shooting Game was a research product developed to teach English through a storytelling technique for elementary students in Thailand. This AR 3D pop-up book presents multimedia elements including graphics, text, animation and sound. Figure 1 shows the research developed media resource which presents the same content in two different formats: I) screen mode or the 3D pop-up book (left) and II) camera mode or the AR pop-up book (right).


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Each page of the book has narration. Each object on each page contains users or students’ interaction such as animation, texts and sound which will appear by clicking on the particular object. Firstly, in the screen mode, the digital book looks similar to a traditional pop-up book - users can move this 3D pop-up book by using the mouse instead of the user’s hands. In order to turn to the next page, users can press a next button. Secondly, in the camera mode, after selecting the function of ‘always on screen’, the pop-up book superimposes as a 3D object in the real time situation whereby the users see themselves through the camera. In this mode, the users can turn the book to the next page by waving their hands at the darker area at the top of the frame instead of clicking on the next page button as this 3D pop-up book is embedded with gesture recognition.

This article aims to detail only one small, but significant, part of the research findings regarding the developed AR 3D pop-up book, The Seed Shooting Game, which focused on young students’ opinions and feedback while the trial was conducted. The data were collected through a short and simple questionnaire distributed after the trial class since the students were quite young. The research question needing to be answered in the survey was to assess the level of satisfaction of the young students towards the newly developed media.

2. Literature Review 2.1 Augmented Reality for education The explosion of mobile computer technology would seem to be the main factor influencing teaching and learning processes in the 21st Century. AR technology has been cited as the next big thing in technology (Farber, 2013). Gribetz (2013 as cited in CNET, 2013) has suggested that AR technology is the keyboard and mouse of the future since there is no other future for computing than to display information from

Figure 1: Comparison of different presentations of AR 3D Pop-up book


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the real world and control objects with users’ fingers at low latency and high dexterity. Very significantly, in the same report, AR is anticipated to be adopted by a billion users by 2020 (Ahonen, as cited in CNET, 2013). The Intel Corporation is investing $100 million over 2013-2015 to fund companies developing “perceptual computing” software and application, focusing on next-generation, natural user interfaces such as touch, gesture, voice, emotion sensing, biometrics and image recognition. AR technology has already become embedded in the glasses or contact lenses as one of the obvious examples where AR technology is very close to people’s lives. Subsequently, AR technology was a logical part of the life-wide learning concept as mentioned in the 2010 National Ed Tech Plan (Demski, 2013).

The review of AR empirical studies from 2003 to 2012 found increasing numbers of projects in many European countries such as Spain, Romania and Germany, with Taiwan appearing to be the leader in Asia. But this specific Taiwanese study did not report on any AR research project from South East Asia (Tsai, Shen, Fan, 2014) thus, making this study a key contributor of original knowledge in relation to Thailand. This review found that AR for educational purposes employed the quantitative research method more than qualitative research method.

The systematic review of AR trends in education by Bacca, Baldiris, Fabregat, Graf, and Kinshuk (2014) showed that the AR projects were created for many discipline areas such as science, humanities, engineering, and social science (40.6%, 21.9% 15.6% and 12.5% respectively). Most of the application trials were conducted at Bachelor’s or equivalent level (34.38%), followed by primary education and lower secondary education (both being 18.75% respectively). The popular and motivational purposes underpinning the use of AR in educational settings were to explain the topic and augment information (43.75% and 40.63%) (Bacca et al., 2014). The advantages of AR can be highlighted in terms of learning gains, motivation, collaboration, facilitation of interaction, exploration and enjoyment. In addition, effectiveness of using AR in educational purposes show that AR can improve better learning performance, learning motivation, student engagement, improving perceived enjoyment and positive attitudes (53.13%, 28.13%, 15.63% and the two last both 12.5%) (Bacca et al., 2014). The biggest portion of AR projects in education use a marker-based AR. However, the remarkable limitations to apply AR in educational settings were difficulties maintaining superimposed information and paying too much attention to virtual information (Bacca et al., 2014).

Seventeen AR simulation projects were implemented for middle school students and


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teachers in Boston, Massachusetts by Mitchell and DeBay (2012). Their key suggestion was to initiate uncomplicated content to allow students and teachers to be comfortable before initiating more complex content. Within this research project Mitchell and Debay (2012) found that AR technology actually stimulated authentic learning, delivered meaningful context and motivated students who were “stereotypically” disengaged from classroom. Similarly, an AR project for the year seven students created from the Aurasma application influenced pupils to remember more and make the content more interesting, resulting in enhanced engagement and student learning (Connolly & Hoskins, 2014).

In addition to this, a research project at Sutton Public School, a rural school located in the northern York Region community of Sutton, Ontario, implemented AR to increase student engagement and student achievement in an inquiry-based learning environment (Hibberd, Johnson, To & Vora-Patel, 2012). The research result highlighted and supported how important AR may well be for educators to create 21st century learning environments that are interactive, malleable and inquiry-driven. This research also found that an AR project in the classroom increased students’ engagement and motivation towards learning (Hibberd et al., 2012). Based upon the statistical analysis undertaken by Hibberd et al., (2012); students’ achievement after studying in the AR environment resulted in a significantly higher score when compared with more traditional education offerings.

2.2 AR 3D pop-up book research Zooburst is an online application to generate an AR 3D pop-up book which can be programmed as an interactive multimedia (Byrne, 2012). Zooburst is an AR web-based editing tool that users can either access to free licensed clip art or upload their own clip art to complete their story (Kapp, 2011). A research study conducted with Year One primary school students in Malaysia found from their observation and semi-structured interviews that young students perceived the AR 3D pop-up book as being motivational through the attention, relevance, confidence and, finally, the feeling of positive satisfaction (Mahadzir & Phung, 2013). They recommended using AR technology to motivate students’ learning performance due to its potential to inspire young students. Similarly, this research study in Thailand, creating the AR 3D pop-up book using 484 Grade Three Thai students as the population from which 99 students were randomly selected as the participants reflected the findings of Mahadzir & Phung, (2013). The findings confirmed that the AR 3D pop-up book induced students to experience greater in-depth learning, that is, comprehension and engagement gained from the English lesson. The average of post test scores was


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higher than for their pre-test scores (Vate-U-Lan, 2012). In other words the traditional education offering was not as successful as the AR education experience.

From the above review, it can be clearly stated that the potential of AR technology increases dramatically with any devices integrated with a web camera or a camera on mobile devices. Importantly, instruction utilizing AR technology or other modes of computer technology must reflect what is known about the effectiveness of student-centered teaching and learning. The challenge facing educators is to develop relevant applications using available technologies in teaching English and other curricula. The advantages regarding flexibility, speed and storage capacity of contemporary mobile computerized devices are causing teachers of English to redefine the meaning of hands-on experience and to rethink the well-planned integration of computer technology into the traditional process of teaching. Consequently, it is fair to assume that AR projects may be beneficial in many fields such as education, military, industrial, commercial, entertainment, and medical. Based on the research cited in this literature review it is important to research the capacity of AR within this current research for teaching English in Thai primary schools. The next section will detail the feedback from participants towards the AR 3D pop-up book.

3. Research Methodology This research employed the paper-pencil self-administered questionnaire to elicit young students’ attitudes towards the blended learning process using AR 3D pop-up book, The Seed Shooting Game, in the traditional classroom. Firstly, the newly developed media which was used as the main learning material commenced from the pre-test, pre-instruction stage, together with the body of knowledge until the end of the children’s story and post-test. Secondly, the questionnaire was distributed after the completion of the teaching procedure. This was to guarantee that participants had actually learned from the completed AR educational experience. The questionnaire included seven items with a 5-point rating scale with the last question as an open-ended question. This questionnaire was designed to be short and simple to gather feedback since the students were quite young and might lose concentration at the end of the process. The contents of this questionnaire were initially drafted and then revised after consultation with the experts. Each questionnaire item had its own point such as excitement, demands of study, happiness in use, comprehension, presentation, need and interest. It was printed in paper-pencil form and then trialed with 43 participants at the development stage and demonstrated an average reliability calculated by Cronbach’s co-efficient Alpha of 0.762, over the required 0.5.


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4. Results, Data Analyses and Discussion At the end of this blended learning class which employed AR 3D pop-up book as the main instructional media to teach English, there were 40 participants who answered this paper-pencil self-administered form. In total, 52.5 per cent were female (21 girls) and 47.5 per cent were male (19 boys). They were Grade Three students who were about 9 years old on average.

Table 1: Mean score of Attitudes towards the AR 3D Pop-up book

ItemFemale

(n=21) S.D.

Male

(n=19)S.D. Total S.D.

1. I feel excited when using the AR

book 4.67 0.730 4.79 0.419 4.72 0.599

2. I feel that AR book increased the

demand for studying 4.52 0.680 4.58 0.838 4.55 0.749

3. I feel happy using the AR book 4.67 0.796 4.53 0.697 4.60 0.744

4. I understand content while studying

from the AR book 3.95 1.244 3.47 1.264 3.73 1.261

5. I liked the presentation of AR 4.90 0.301 4.63 0.597 4.78 0.480

6. I want to study from AR 4.48 0.680 4.00 1.333 4.25 1.056

7. I am interested in AR technology 4.48 0.814 4.74 0.452 4.60 0.672

Average mean score 4.52 0.538 4.39 0.536 4.46 0.535

Likert’s scale data where 1 means strongly disagree - 5 means strongly agree

The attitudinal items, their mean score and standard deviation on the 5-point rating scale of the satisfaction survey (n=40) are presented in Table 1. The average mean score reflected strong agreement with all statements (4.46, S.D. = 0.535). The highest average score was for the statement indicating that participants liked the presentation of AR (4.78, S.D. = 0.480). This finding confirmed that The Seed Shooting Game as a 3D AR pop-up book should be used for young children in similar contexts. However, according to the mean score, there was a gap in terms of content comprehension since the fourth item earned the lowest score (3.73, S.D. = 1.261). The meaning of this item indicated that they understood the content well but had not reach the level of clearly understanding it. The fact was that the size of this class was about 40 students. It was nearly impossible to make pauses in teaching, make observations and check students’ comprehension individually. Moreover, the limitation of such a short period of time during data collection would have allowed no time for questioning - this might be another factor causing students to say that they did not clearly understand the content


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well. According to the findings, the second top average score was for the item of ‘I feel excited when using the AR book’ (4.72, S.D. = 0.599). Two items earned the same mean score for the third top score, ‘I feel happy using the AR book” and “I am interested in AR technology’ (4.60, S.D. = 0.744 and 0.672 respectively). Then slightly lower was ‘I feel that the AR book increased the demand for studying’ with 4.55 (S.D. = 0.599). And students rated the item, ‘I want to study from AR’ at 4.25 (S.D. = 1.056). The overall satisfaction levels from this questionnaire presented an overwhelmingly positive picture on all items which support the utilization of AR 3D pop-up book as the innovation to enhance instruction quality.

The raw data was calculated to measure the diversity of each gender’s opinion towards The Seed Shooting Game (see Table 1). It found from using an independent sample t-test that there were no significant differences between females and males even though the girls’ average mean scores was generally slightly higher than the boys’ average mean score. This implied that girls tended to prefer using this 3D AR pop-up book than the boys but not significantly so. The reason from observation during conducting research might be because girls seem to enjoy studying foreign language more than boys.

The responses to the open-ended questions were very positive. They supported the quantitative component of the research. The keywords repeated in the open-ended sections were:

AR makes me so excited AR makes study enjoyable “It was my best time for studying from this kind of technology;” “the technology and colourful graphics drive my study passion;” “I like this kind of learning material the most;” “I love to listen to the narration” “it is my first time to see this technology” “I am happy to see myself in reality and the instruction media at the same time,” “I want to study like this every day, the media grabs my study attention” “I love it when the teacher translates it into Thai and please come back and teach

me to like it.”

The most frequent keywords from this open-ended question were ‘I am looking forward to studying through AR technology in other subjects’. In summary, young students’ opinions were very positive, highlighting that AR technology in teaching English was very successful in this instance. The students obviously liked this


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innovation since it proved interesting and was well integrated with multimedia functions. Moreover, the researcher also found that young students paid more attention to the content while the AR 3D pop-up book delivered knowledge page by page since at the beginning young students had lost their interest to learn.

5. Recommendations and Conclusions Further development of AR is a distinct education policy initiative requiring added focus and resources for numerous reasons that will be outlined. The evaluative feedback of elementary school students towards the developed AR 3D pop-up book reflected positive aspects both from quantitative and qualitative data. Young students found this innovation was very exciting, interesting and motivating in blended learning environments which reflected almost identical trends of AR projects implementation in other studies cited in this research. According to this research finding, AR technology presentation was ranked first among other attitude surveys. Future research of AR projects in elementary levels needs to focus on how to drive the comprehension level of students in larger classrooms.

The sequences of content needs to be delivered from simpler to more complicated curriculum offerings to build confidence and emphasis on interaction between students and AR technology in order to increase students’ cognitive development. The knowledge sharing of how to integrate technology into the traditional classroom should be constructed with well-planned guidelines for teachers with a desire to lead the use of AR technology in blended learning as a key consideration. The qualitative research method such as interview and observation should be employed for a further study contrasting or comparing each gender’s attitude to gain a deeper understanding of its impact. The demand of AR 3D pop-up books for teaching English and other subjects can be met at other grade levels and should be considered by appropriate education decision makers. The research encouraging collaborative learning needs to be planned since primary and secondary students were overwhelmingly approving of AR technology and they can experience enhanced creativity aided by the accessible offerings of the Internet that is developed through collective wisdom in terms of design through the progressing study via online content as an aid to traditional learning. The innovative media of teaching English is a consideration for international bodies such as the United Nations and large scale philanthropic organizations as being freely available on the Internet at no cost to assist students from the very low “English Proficiency” countries. Finally, the strategies of teaching English should consider engaging with AR technology and integrating it into future educational resources. Learning is easier with language proficiency: and English dominates global learning


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for the foreseeable future.

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