Does Edupreneurs Furnish Collegiate Students with Copracticing of Reading Comprehension Harnessing the Potential of PBL AR M-Games for ESAP Teaching and Learning

To conduct this study, as a part of a large-scale study which investigated the applicability of m-games in postsecondary education, 150 Iranian collegiate ESAP students of Computer Engineering and Mathematics with 50 BA TEFL students from University of Isfahan were selected. In the spring semester of the academic year 2017 - 2018 a questionnaire survey was carried out and then the students sat for Text Understanding Measures Afterwards, they were randomly assigned to three groups to practice or copractice the activities through the medium of PBL AR m-game-oriented platforms before, during, or after classroom instruction. Students tendency for practicing was the major criterion for excluding them from the circles. In so doing, continuous assessment of the students performance and daily journal kept by the teacher along with interview to appraise accomplishment of goals of the study. Analyzing the data through Random Intercept, Random Slope Model disclosed that PBL AR m-games are not only amenable to teaching and learning ESAP reading comprehension, but fostering entrepreneur, namely edupreneurs. In tandem, copracticing in outdoor situations forges effective relationship between comprehension of ESAP reading materials and doing well in real-world workplaces. In effect, these activities are promising routes for collegiate students to conceptualize workplace facets. In view of that, it was revealed that individual practicing manner could be a misfit for edupreneurs and its consonance with teacher (vs. student)-made activities is a concrete proof for this nonconformity.

Keywords:

copracticing , edupreneurs , ESAP reading , PBL AR m-games , postsecondary education