Study on Mobile Augmented Reality Adoption for Mayo Language Learning

Erasmo Miranda Bojórquez,Osslan Osiris Vergara Villegas,Vianey Guadalupe Cruz Sánchez,Jorge Luis García-Alcaraz,Jesús Favela Vara

doi:10.1155/2016/1069581

Abstract

This paper presents the results of a study applied to undergraduates in order to know how the cultural dimensions affect their perceptions of the acceptance and use of new technologies in a student-centered learning environment. A total of 85 undergraduate students from the Autonomous Indigenous University of Mexico (UAIM) participated in the study. Each student was asked to use a mobile augmented reality (MAR) application designed to learn Mayo language (language spoken in Northwestern Mexico). Afterwards, the students responded to a survey with items concerning the use and technology acceptance and about cultural dimensions of individualism and uncertainty avoidance. Structural equation modeling (SEM) was used to analyze the data collected from students. Results provide evidence that the individualism contributes positively to perceived ease of use of the MAR app, and uncertainty avoidance has no impact. The findings showed that the MAR system could be easily used if it includes a natural way to promote collaborative work. In addition, to gain the trust of students, the uncertainty avoidance needs to be reduced by enriching the help information offered for app use.

Highlights

Progress in transportation technology has facilitated human mobility
The findings show the respondents attitudes towards mobile learning are very positive with individualization being most positive (83%) followed by collaboration (74%) and authenticity (73%)
The study was based on analyzing the interaction between the variables related to perception of cultural dimensions and variables related to the Intention to use mobile AR (ITUMAR) system

Summary

Introduction

Progress in transportation technology has facilitated human mobility. The mobility leads to increasing encounters among people with different cultural backgrounds, frequently grouped in different cultural identities. Individuals must have at least two main abilities known as intercultural competence and communication skills to succeed in these encounters [1]. The former refers to the ability to efficiently adapt to the new cultural contexts. The latter refers to the ability to share emotions and create a relationship of effective empathy through the ability to use language. The use of information and communication technologies (ICT), such as augmented reality (AR), could encourage great opportunities for cross-cultural collaborative work in almost all the topics covered in the learning environments [2]

Results

Discussion

Conclusion