Extending embodied cognition through robot's augmented reality in English for medical purposes classrooms

IF 3.2 1区 文学 Q1 LINGUISTICS
Saeed Khazaie , Ali Derakhshan
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引用次数: 0

Abstract

Researchers have indicated that integrating augmented reality into robot-assisted language learning modules could visually represent the students' learning needs and extend their embodied cognition of comprehension. To examine the potential of robots through extended embodied cognition, this quasi-experimental study was conducted in the English for Medical Purposes classrooms at the Isfahan University of Medical Sciences. In the 2022 academic year, 526 male and female participants, whose first language is not English, were selected. Students were sorted into three English proficiency levels: pre-intermediate (n = 176), intermediate (n = 175), and upper-intermediate (n = 175), then semi-randomly divided into three-member teams, subsequently, randomly assigned to control (n = 370) or experimental (n = 156) groups. Students in the control group learned English for Medical Purposes listening and reading through online classrooms, while those in the experimental group learned the skills in robot (augmented reality)-assisted classrooms. In the control and experimental groups, flipped classrooms were conducted under the supervision of the teachers. The primary data sources included formative assessments of the participants' English for Medical Purposes listening and reading, as well as interviews. The findings showed that the participants in the robot's augmented reality group achieved significantly higher results, when compared with robot-only and control groups, in English for Medical Purposes listening and reading in academia and the healthcare fields. The positive perception participants had of robot's augmented reality was clear, based on interview results. The outcomes are discussed in detail.

通过机器人的增强现实技术扩展体现认知的医疗英语课堂
研究人员指出,将增强现实技术整合到机器人辅助语言学习模块中,可以直观地体现学生的学习需求,并扩展他们对理解的具身认知。为了研究机器人通过扩展体现认知的潜力,这项准实验研究在伊斯法罕医科大学的医学英语课堂上进行。研究选取了伊斯法罕医科大学 2022 学年的 526 名男女学生,他们的母语都不是英语。学生被分为三个英语水平等级:中级前(n = 176)、中级(n = 175)和中高级(n = 175),然后半随机地分成三人小组,随后随机分配到对照组(n = 370)或实验组(n = 156)。对照组学生通过在线课堂学习医学英语听力和阅读,而实验组学生则在机器人(增强现实)辅助课堂上学习相关技能。对照组和实验组的翻转课堂都是在教师的指导下进行的。主要数据来源包括对学员医学英语听力和阅读的形成性评估以及访谈。研究结果表明,与纯机器人组和对照组相比,机器人增强现实组的学员在学术和医疗保健领域的医学英语听力和阅读方面取得了明显更高的成绩。根据访谈结果,参与者对机器人增强现实技术的积极看法显而易见。本文将对结果进行详细讨论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
5.70
自引率
8.00%
发文量
41
审稿时长
62 days
期刊介绍: English For Specific Purposes is an international peer-reviewed journal that welcomes submissions from across the world. Authors are encouraged to submit articles and research/discussion notes on topics relevant to the teaching and learning of discourse for specific communities: academic, occupational, or otherwise specialized. Topics such as the following may be treated from the perspective of English for specific purposes: second language acquisition in specialized contexts, needs assessment, curriculum development and evaluation, materials preparation, discourse analysis, descriptions of specialized varieties of English.
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