Learning Grammar and Vocabulary using GVScapes
GVScapes had undergone system development life cycle process such as the planning phase up to designing phase. The integration of AR technology in educational activities, particularly in the teaching of the English grammar and vocabulary has offered a breath of fresh air to the conventional English language classrooms. The invention of GVScapes had made learning more interactive and meaningful for students. However, several recommendations are put forward in this projects for future planning. These recommendations include: (1) expanding more location range areas around UMS because the current locations covered in GVScapes were only consisted of 5 locations; (2) providing more sets of questions; (3) creating a function for lecturers to design their own quizzes which are related to the topics covered in the specific weeks; and (4) providing more safety features such as a warning or reminder for the students to be more alert with their surroundings
References
1. Adabala, D., and Kaushik, S.: Augmented reality: a review of applications. Int. Res. J. Eng. Technol. (IRJET) 3 06 (2016), 1308 - 1312
2. Beckett, G., and Li, F. Content-based English education in China: Students’ experiences and perspectives. Journal of Contemporary Issues in Education, 7 1 (2012), 47–63.
3. Björkman, B. English as a lingua franca in higher education: Implications for EAP. Ibérica, 22 (2011), 79.
4. Carr, R., S. Palmer and P. Hagel. Active learning: The importance of developing a comprehensive measure. Active Learning in Higher Education 16 3 (2015), 173 -186.
5. Chang, Y.-Y. English-medium instruction for subject courses in tertiary education: Reactions from Taiwanese undergraduate students. Taiwan International ESP Journal, 2 1 (2010), 55– 84.
6. Feiner, S., MacIntyre, B., Hollerer, T. and Webster. A touring machine: Prototyp- ing 3D mobile augmented reality systems for exploring the urban environment. In ISWC’97: Proceeding of 1st International Symposium on Wearable Computers.1 (1997), 74–81.
7. Grabe, W. Reading in a Second Language: Moving from Theory to Practice. (Ernst Klett Sprachen, 2009)
8. Grabe, W., and Stoller, F.L. Teaching and Research Reading. (Harlow: England: Pearson Education Limited, 2011)
9. Myers, C. and T.B. Jones. Promoting active learning: Strategies for the college classroom. (Jossey-Bass, Inc, San Franciso, CA, 1993)
10. Prince, M. Does active learning work? A review of the research. Journal of Engineering Education 93 3 (2004), 223-231.
11. Rosenberg, L.B. The Use of Virtual Fixtures As Perceptual Overlays to Enhance Operator Performance in Remote Environments. Technical Report AL-TR-0089. (USAF Armstrong Laboratory, Ohio, 1992).
12. Scott, G., L. Grebennikov and T. Gozzard. ICT- enabled learning: The student perspective. Journal of Institutional Research 14 2 (2009), 1–16.
13. Serino,M, Cordrey, K, McLaughlin, L and Milanaik, R.L. Pokémon Go and augmented virtual reality games: a cautionary commentary for parents and pediatricians. Current Opinion in Pediatrics 28 5 (2016). 673-677.