Exploring the Potential of Integrating Mobile Augmented Reality (AR) Into Speaking Performance Assessment
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The study aims to explore the possibility of applying mobile AR technology into an English-speaking performance assessment as a new mode of delivery. It investigates the effect of the AR experience on test participants and the speaking constructs to be assessed, all of which affect the validity. The speaking assessment required 148 high school senior male students to create an AR-mediated art guide by recording a video art guide and projecting it onto a picture of Korean genre painting via the mobile AR authoring tool, “HP Reveal” (Hewlett Packard, 2018). Both quantitative methods of regression and factor analysis and qualitative methods of a questionnaire and interview were used to attain the research goal. The results offer empirical support to the validity of the newly designed assessment and reveal that integrating AR technology into language assessment could facilitate student learning in the assessment procedure and enhance student performance during the test as well as measure their speaking competence. Discussions and suggestions address the validation issue resulting from integrating technology skill with the language construct to be measured, the comparability with assessments of other modes such as listening, reading, and writing and the theoretical relevance to task-based language learning.
Abstract
The study aims to explore the possibility of applying mobile AR technology into an English-speaking performance assessment as a new mode of delivery. It investigates the effect of the AR experience on test participants and the speaking constructs to be assessed, all of which affect the validity. The speaking assessment required 148 high school senior male students to create an AR-mediated art guide by recording a video art guide and projecting it onto a picture of Korean genre painting via the mobile AR authoring tool, “HP Reveal” (Hewlett Packard, 2018). Both quantitative methods of regression and factor analysis and qualitative methods of a questionnaire and interview were used to attain the research goal. The results offer empirical support to the validity of the newly designed assessment and reveal that integrating AR technology into language assessment could facilitate student learning in the assessment procedure and enhance student performance during the test as well as measure their speaking competence. Discussions and suggestions address the validation issue resulting from integrating technology skill with the language construct to be measured, the comparability with assessments of other modes such as listening, reading, and writing and the theoretical relevance to task-based language learning.
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