In this study, an associated AR English learning system (AES) was developed for elementary children. Different from a general AR English learning system, when learners scan the AR target object, AES will provide associated virtual learning materials with the target object, including vocabulary, phrase and example sentences. At the same time, all the operational processes of the learner will be recorded in database within coding scheme by the system. The aim of this research is exploring learners’ behavior differences through analyzed their behavior log considering the human factors with gender and prior knowledge. One thing worth noting is, according to the result of the analysis, we found that learners can get a better performance in class when they are learning with an associated AR English learning system than a general AR English learning system. In addition, through observe the behavior pattern associated graphs, we found that female learners lost the scan directions of AR learning target more often than male learners. However, the female learners learning with an AR target more carefully and detailed than male learners. According to the results of this study, it is shown that when learning English through AR technology, the gender difference is an important impact factor. Therefore, when teachers and AR developers want to use AR to assist English learning in the future, they must pay special attention to this.
All Science Journal Classification (ASJC) codes
- Computer Networks and Communications