心理学
砂砾
前景化
介绍(产科)
感知
外语
讲故事
英语作为外语
语言习得
叙述的
班级(哲学)
数字化讲故事
教育学
数学教育
社会心理学
计算机科学
语言学
人工智能
神经科学
哲学
放射科
医学
出处
期刊:RELC Journal
[SAGE]
日期:2022-05-31
卷期号:: 003368822211022-003368822211022
标识
DOI:10.1177/00336882221102233
摘要
Despite the increasing attention to technology-enhanced language learning in English-as-a-foreign-language contexts, investigation regarding the effects of multimodal technologies on affective factors (particularly emotions and grit) in digital storytelling has remained underexplored. Therefore, this mixed-methods study reports on positive/negative emotions, grit and learner perceptions in the digital storytelling presentation process as the result of different presentation modes (robot-assisted versus PowerPoint-assisted). With 52 9th-grade middle-school students from two intact classes in a junior high school in central Taiwan, the results from multiple data sources (an emotion questionnaire, a grit survey, a perception survey, student in-class sharing) revealed that the robot-assisted mode was more advantageous in contributing to more positive emotions and in making learners grittier, foregrounding higher perseverance of effort in the learning process. The students having the robot-assisted mode also responded more positively to the overall learning experience.
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