Development of a Kinect-Based English Learning System Based on Integrating the ARCS Model with Situated Learning

Yi-Hsing Chang,You-Te Lu,Pei-Rul Lin

doi:10.3390/su12052037

Yi-Hsing Chang, You-Te Lu + Show 1 more

Open Access

https://doi.org/10.3390/su12052037

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Abstract

This study developed a Kinect-based somatosensory English learning system. The main design concept was to integrate Kinect as an interaction technique with theories of situated learning and the attention, relevance, confidence, and satisfaction (ARCS) model, to design relevant learning activities and materials, thereby enhancing students’ learning outcomes. The proposed system allows for planning and designing learning activities and content according to situated learning components and the ARCS model. The somatosensory interaction system Kinect was used to provide users with a virtual learning environment to achieve actual spatial and physical experiences, assisting learners’ engagement in stories and scenarios as well as enhancing their motivation to learn. English vocabulary related to supermarkets was set as the learning objective and 70 students ranging from third to sixth grade at a learning center in Tainan, Taiwan were selected as participants. During the experiment, participants were divided into two groups: the experimental group, which employed the proposed learning system, and the control group, in which students learned using printed materials coupled with mobile devices. Pre- and posttest scores of the two groups were used to assess learning outcomes and analyze the ARCS model-based questionnaire. The results revealed that the proposed system effectively improved learners’ motivation to learn and learning outcomes.

Highlights

Miguel [1] contended that exertion games (Exergames), such as Wii, PlayStation, and Xbox console games based on hand gesture recognition, have become a trend and are applicable to learning and rehabilitation
This study discovered that they rarely provide situated learning and they lack the intuitive operation and sense of presence provided by Kinect, which invokes learners’ motivation
This study aimed to introduce the Kinect somatosensory interaction technique, situated learning theory, and the ARCS model of motivation into learning vocabulary and acquiring knowledge related to supermarkets

Summary

Introduction

Miguel [1] contended that exertion games (Exergames), such as Wii, PlayStation, and Xbox console games based on hand gesture recognition, have become a trend and are applicable to learning and rehabilitation. DePriest and Barilovits [2] and Hsu [3] indicated that physical interactions in the new generation of video games (e.g., Xbox Kinect digital games) transform conventional learning approaches. Katzlinger [5] and Kim [6] noted that most game-based English learning systems, such as large-scale online games and emerging video games, emphasize the enhancement of learning motivation among children. Regarding existing online and mobile English learning games, the present study explored the learning approach of individual games and websites; some examples are listed as follows. Animal Safari [7] and Bon Appetit [8] are simple Flash-based games, offering users simple vocabulary to learn with relatively less learning content. Kizclub and Kids Dailies provide relatively abundant and robust learning content centered on educational aspects of text and videos. This study discovered that they rarely provide situated learning and they lack the intuitive operation and sense of presence provided by Kinect, which invokes learners’ motivation

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