Please use this identifier to cite or link to this item:

Vocabul-AR-y: Action Research Project of Aurasma to Support Vocabulary

File Description SizeFormat 
Ogawa_Scholarspace_4-22-16.pdfMain Text2.85 MBAdobe PDFView/Open
Ogawa-FinalProjectTools-Scholarspace.pdfProject Tools7.41 MBAdobe PDFView/Open
ToriOgawaTCC2016.pdfPowerPoint Presentation2.75 MBAdobe PDFView/Open

Item Summary

Title: Vocabul-AR-y: Action Research Project of Aurasma to Support Vocabulary
Authors: Ogawa, Tori Ann
Instructor: Fulford, Catherine
Keywords: action research
augmented reality
english language learners
Issue Date: 19 Apr 2016
Citation: Ogawa, T.A. (2016, April 19). Vocabul-AR-y: Action Research Project of Aurasma to Support Vocabulary
Abstract: English Language Learners or ELL students are those students who either speak a different language or have a foreign language as their primary language spoken in their home. They often struggle with learning and remembering new vocabulary because of the language barrier. New technology and interactive apps can help with understanding and retention for these students. The purpose of this action research project is to evaluate the use of Aurasma to increase student engagement and retention of vocabulary of a unit on technology and how it changed society for second grade ELL students at an elementary school on Oahu. Students engaged in a three week technology unit, which included interactions with the Aurasma app. The students had the opportunity to view Aurasma video clips and images that were overlaid onto their science textbooks and vocabulary flash cards, previously made by me. They also created their own video clips using Adobe Voice to use as Aurasma overlays using an iPad. At the end of the project, they got to view and share their Auras with each other. This project was important for showing how augmented reality can affect understanding and engagement with students.
Pages/Duration: 10 pages
Rights: Please see the Creative Commons license for this item.
Appears in Collections:LTEC 690, Spring 2016

This item is licensed under a Creative Commons License Creative Commons