Practices of ARCS Chinese language instructional design with MR application participation

Abstract

This inquiry employed the ARCS instructional design theory and an author-developed Mixed Reality (MR) application. To ascertain its efficacy, seven Chinese language learners who are Japanese native speakers, consisting of three males and four females (average age = 44.43 years, SD = 16.59), participated in a validation experiment. They were divided into two groups and underwent three times 100-minute Chinese language classes. The MR application, rooted in TPR, gamification, and engagement theories, emphasizes individual learning and integrates shared experiences in mixed reality, fostering collaborative learning. Evaluation encompassed engagement, motivation, learning strategies, achievement scores, and affective scales. The outcome reveals enhanced intrinsic motivation and collaborative engagement after three times classes.