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Self Awareness and Learning Performance in Videoconferencing with Self and Partner’s Image PROCEEDINGS

, , Tokyo Institute of Technology, Japan

World Conference on Educational Multimedia, Hypermedia and Telecommunications, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper examines potential designs of videoconferencing systems for communicative language learning in learner-centered communication from the viewpoint of self-awareness. In this study, we focused on the effect of the presence of images on learning. We compared four types of videoconferencing systems: videoconferencing with both the learner's own and the partner’s image, one with only the partner’s image, one with only the learner's image, and one without images (audioconferencing), each supporting of the use of formulaic expressions concerning communication strategies as the learning objective. We investigated the effect of each type of videoconferencing on two features of language learning: the perceived effectiveness of the images and assistance expression display during communication, and learning performance. The results showed that the presence of both self and partner images have a main effect on learning consciousness as well as on some aspects of learning performance.

Citation

Yamada, M. & Akahori, K. (2008). Self Awareness and Learning Performance in Videoconferencing with Self and Partner’s Image. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 1190-1197). Chesapeake, VA: AACE.

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