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An Augmented Paper Game With Socio-Cognitive Support

机译：一个来自社会认知支持的增强纸游戏

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摘要

This paper presents an augmented reality-based Chinese character composition game (ARC) that employs augmented papers to engage lower primary school students in collaborative Chinese character learning. A design research approach was used to gain a holistic view of designing, enacting, and evaluating the ARC. The participants included four teachers and five classes of students from two primary schools. The school-based research findings suggested that: 1) the ARC was an effective system for improving beginning learners' orthographic knowledge of Chinese characters, particularly for those students with low Chinese language proficiency; 2) the tangible paper interface engaged students in group work and increased the game playfulness; and 3) students' language proficiency had a significant effect on their perceptions of ease of use and usefulness of the augmented paper game. This paper not only substantiated the potential of the augmented paper as a carrier of educational content, but also instantiated how to implement it to promote social and cognitive supports for interaction and collaboration.
机译：本文提出了一个增强现实的汉字成分游戏（ARC），采用增强纸，以参与较低的小学生在合作汉字学习中。设计研究方法用于获得设计，颁布和评估弧的整体视图。参与者包括来自两所小学的四位教师和五类学生。基于学校的研究结果表明：1）弧是改善汉字的开始学习者的初步学习者的有效制度，特别是对于汉语熟练程度低的学生; 2）切实纸界面参与了小组工作的学生，增加了游戏乐趣; 3）学生的语言能力对他们对增强纸游戏的易用性和有用性的看法产生了重大影响。本文不仅证实了增强纸作为教育内容的载体的潜力，还履行了如何实施它以促进互动和协作的社会和认知支持。

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