TITLE:
Using Augmented Reality to Support CFL Students’ Reading Emotions and Engagement
AUTHORS:
Xingxing Xie, Mingqi Gong, Fenglin Bao
KEYWORDS:
Augmented Reality, Reading, Engagement, Emotions, Chinese as Foreign Language
JOURNAL NAME:
Creative Education,
Vol.15 No.7,
July
9,
2024
ABSTRACT: Augmented Reality (AR) has been proven to have potential and benefits in language education, given its unique features of contextual visualization and interactive learning environments. However, no previous studies have been conducted to understand its application in teaching Chinese as a Foreign Language (CFL) university learners’ reading comprehension. Thus, this study aims to examine the effects of AR in supporting CFL learners’ reading comprehension, in particular in the aspects of reading engagement and emotions. Through a quasi-experimental design, this study included 54 undergraduate students in China. Quantitative results showed that there was a significant difference between students in the experimental group and the control group with regard to their overall reading engagement and emotions, which indicated the effectiveness of teaching CFL students with AR tools. However, no significant differences were found in the subscales of reading boredom and reading anxiety. The presented findings can contribute to the future development of AR and shed some light on implications for educators and instructors.