Augmented reality (AR) content for English learning has attracted considerable scholarly attention given the increasing use of advanced learning technologies. Thus, this study investigates learners’ switching intention to AR for English learning. This study proposes a research model to explain English learners’ switching intention to AR learning based on push-pull-mooring (PPM) theory on individuals’ migration. Two variables, namely, standardized learning content and unauthenticity , were set as a push factor, whereas dynamic learning content and interactivity were proposed as a pull factor. In addition, enjoyment was set as a mooring effect that has direct moderating effects in the research model. Data of elementary school students attending local English institutions were analyzed to test proposed hypotheses using a partial least squares (PLS) with SmartPLS 3.0. Test results of the moderating effect of enjoyment on the relationship between unauthenticity and switching intention to AR for English learning significantly supported all proposed hypotheses, except for one. Findings of this study contribute to English educators and AR content developers to improve the effectiveness of educational content they provide by understanding English learners’ switching behavior from one learning environment to another.
- 주제 : 어문학분야 > 영어학
- 발행기관 : 한국멀티미디어언어교육학회
- 간행물 : Multimedia-Assisted Language Learning, 23권 4호