Applying Smart Glasses in Situated Exploration for Learning English in a National Science Museum

Abstract

Research on the use of augmented reality technology in museums is mostly limited to scientific knowledge. The use of wearable device technology learning materials to benefit students in the process of English learning has been somewhat explored, along with differences in students' learning styles and their influence on students' learning motivation, but there remains much to be done in this field. This study explored the learning effect of smart glasses integration into the English language dinosaur exhibition at the Museum of Natural Science and investigated their impact on motivation. The experimental group used smart glasses learning strategy to facilitate their learning experience, while the control group used tablets learning strategy. The research results show that: (1) Learning effectiveness and motivation were significantly superior when using smart glasses learning strategy, as compared to using tablet learning strategy when learning through the English language situated exploration game. (2) The interaction between different learning strategies and learning styles had a significant impact on learning effectiveness. In the smart glasses learning strategy group and the tablet learning strategy group, the learning effectiveness of the kinesthetic students was significantly higher than those of the auditory students. The learning effectiveness of the visual students using the tablet learning strategy was higher than auditory students. (3) The interaction between different learning strategies and learning styles had no significant effect on learning motivation. In terms of learning motivation, visual students were more affected than auditory and kinesthetic students.