Affective Mobile Language Tutoring System for Supporting Language Learning

Game-based learning enhances students' understanding of endocrine physiology in veterinary medicine

Endocrine physiology is a complex subject for students. Game-based learning (GBL) and case-based learning (CBL) are active methodologies that are widely used because of their potential for motivation and greater proximity to the reality of modern students. We evaluated the effectiveness of GBL and CBL among veterinary medicine students compared with a control group using peer tutoring. Students (n = 106) from two institutions volunteered to participate in this study. The participants were submitted to a pretest questionnaire and subsequently were divided into three paired groups by their performance on the pretest exam: 1) traditional class + peer tutoring, 2) traditional class + GBL, and 3) traditional class + CBL. After the students completed the activities, their performance was once again evaluated by applying a new test with the same initial 10 questions and another set of 10 different questions. The students' perceptions and satisfaction with the methodologies and learning strategies were assessed. Anxiety was assessed with the State-Trait Anxiety Inventory before and after the conventional class and after the active methodologies. The GBL group significantly improved their correct answers compared with the baseline (P < 0.05), with no significant difference from CBL and peer tutoring. Anxiety levels did not differ regardless of the time of evaluation or the teaching methodology applied. GBL promoted a greater perception of the stimulus for self-study and problem-solving ability and contributed to the development of group dynamics compared with the group who received CBL (P < 0.05). In conclusion, GBL showed better results than peer tutoring and CBL.NEW & NOTEWORTHY We compared the supplementary use of game-based learning, case-based learning, and peer tutoring in the study of endocrine physiology by veterinary students and observed a slight advantage for game-based learning over the other two methodologies. The game was developed by the authors and is an unprecedented tool that can prove useful to improve knowledge acquisition in students of veterinary medicine. Thus, game-based learning is an effective supplementary teaching strategy.

How does artificial intelligence empower EFL teaching and learning nowadays? A review on artificial intelligence in the EFL context

The booming Artificial Intelligence (AI) provides fertile ground for AI in education. So far, few reviews have been deployed to explore how AI empowers English as Foreign Language (EFL) teaching and learning. This study attempts to give a brief yet profound overview of AI in the EFL context by summarizing and delineating six dominant forms of AI application, including Automatic Evaluation Systems, Neural Machine Translation Tools, Intelligent Tutoring Systems (ITSs), AI Chatting Robots, Intelligent Virtual Environment, and Affective Computing (AC) in ITSs. The review furthermore uncovers a current paucity of research on applying AC in the EFL context and exploring pedagogical and ethical implications of AI in the EFL context. Ultimately, challenges from technical and teachers' perspectives, as well as future research directions, are illuminated, hopefully proffering new insights for the future study.

Enhancing Foreign Language Learning Outcomes and Mitigating Cultural Attributes Inherent in Asian Culture in a Mobile-Assisted Language Learning Environment

To achieve sustainable language learning, we designed a foreign language learning activity that extended traditional lectures in classrooms to informal learning in the real world using mobile technology. Chinese undergraduate students participated in our learning activity. We tested whether our learning activity could enhance their language learning outcomes through employing a single group pretest post-test design. We explored how the participants perceived the usefulness of the activity to foster language learning by administering a questionnaire survey. Finally, we investigated whether our learning activity could mitigate the cultural attributes inherent in Asian culture through interviews with the participants and their instructors. Our results demonstrated that participant learning outcomes improved during the learning activity. The results also showed that the perceptions of most participants of the value of the exercise were high. In the interviews, the participants and the instructors revealed that they felt the learning activity was useful and interesting. They also claimed that the learning activity helped mitigate cultural attributes, such as shyness, reservedness, passiveness, inhibition, lack of confidence, risk-avoidance, test-oriented learning, reliance on teachers for knowledge, and memorization. Based on these results, we provide some implications and useful suggestions for educators and researchers.