Context-Aware Support for Computer-Supported Ubiquitous Learning
WMTE '04 Proceedings of the 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE'04)
ICALT '04 Proceedings of the IEEE International Conference on Advanced Learning Technologies
LOCH: supporting mobile language learning outside classrooms
International Journal of Mobile Learning and Organisation
An Approach to Context-Aware Mobile Chinese Language Learning for Foreign Students
ICMB '09 Proceedings of the 2009 Eighth International Conference on Mobile Business
Context-sensitive microlearning of foreign language vocabulary on a mobile device
AmI'07 Proceedings of the 2007 European conference on Ambient intelligence
Identifying the activities supported by locations with community-authored content
Proceedings of the 12th ACM international conference on Ubiquitous computing
MicroMandarin: mobile language learning in context
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Augmenting the web for second language vocabulary learning
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
| Hi-index | 0.01 |
An essential aspect of learning a second language is the acquisition of vocabulary. However, acquiring vocabulary is often a protracted process that requires repeated and spaced exposure; which can be difficult to accommodate given the busyness of daily living. In this paper, we explore if a learner can implicitly acquire second language vocabulary through her explicit interactions with her mobile phone (e.g., navigating multiple home screens) using an interface we developed called Vocabulary Wallpaper. In addition, we examine if the type of vocabulary this technique exposes to the learner, whether it is contextually relevant or contextually-independent will influence the learner's rate of vocabulary acquisition. The results of our study show participants were able to use Vocabulary Wallpaper to increase the number of second language vocabulary that they can recognize and recall and their rate of vocabulary acquisition was significantly greater when presented with a contextually relevant vocabulary than a contextually-independent vocabulary.