An Investigation into the Applicability of Robot-AR-Aided LMOOCs for Language for Nursing Purposes Teaching and Learning

A characteristic feature of Language Massive Open Online Courses (LMOOCs) is their capacity for evidence-based education that is effective in representing the actual world. Recent integration of social robots and cues of augmented reality have fostered rich opportunity to leverage episodes of practicing Language for Specific Purposes in the professional contexts. Language for Medical Purposes education informed by the evidence captured during students' interactions with social robot-augmented reality-aided LMOOCs gives great promise for doing comprehension of academic and professional contexts. In the academic years of ۲۰۲۰-۲۰۲۱, in the Medical University of Isfahan, this interventional study using a parallel design employed evidence-based medical college language learning approach that incorporates the augmented body of social robots with the written clouds of ARs into the episodes of different types of LMOOCs endeavored to investigate ۲۹۵ nursing students' LNP reading comprehension progress. In view of this, a focus-group interview was conducted, as well, to debrief the participants’ perception of the course. Findings revealed that when students took part in videotaping the episodes for the robot-augmented reality-aided LMOOCs, they either read equally well or outperform situations with evidence from teacher-made LMOOCs. We discuss the students' active participation along with synergistic impacts of combining social robots and AR clouds for representing factual evidence of healthcare fields in Language for Nursing Purposes reading skills education. The student-made and blended robot-augmented reality-aided LMOOCs can accurately instantiate actual scenes of the world and hold significant potential for guiding real-world scaffolding.

Keywords:

Reading , Language Massive Open Online Courses , social robots , augmented reality