Dr. Poonsri Vate-U-Lan's full paper published in the Proceeding of a conference the 2015 International Conference on e-Commerce, e-Administration, e-Society, e-Education, and e-Technology, Kuala Lumpur, Malaysia. 1-3 April, 2015

2. April 1-3, 2015, Kuala Lumpur, Malaysia
7
e-CASE & e-Tech 2015
2015 International Conference on e-Commerce, e-Administration,
e-Society, e-Education, and e-Technology
Organized by
Knowledge Association of Taiwan (KAT)
International Business Academics Consortium (iBAC)
Sponsored by
INTI International University, Malaysia
Shih Chien University, Taiwan
National Taipei University, Taiwan
Academy of Taiwan Information Systems Research (ATISR)
PARKROYAL Hotel Kuala Lumpur, Kuala Lumpur, Malaysia
April 1-3, 2015
Proceedings of the 2015 International Conference on e-Commerce, e-Administration, e-Society, e-Education,
and e-Technology, ISSN 2074-5710, Published by Knowledge Association of Taiwan.

3. 8
Organizing Committee
Conference Chair
Wenchang Fang, National Taipei University (Taiwan)
Conference Co-chairs
David Ang, Auburn University at Montgomery (USA)
Wachara Chantatub, Chulalongkorn University (Thailand)
Edward Watson, Louisiana State University (USA)
Local Committee Chair
Michael Sau Moi Yap, INTI International College Penang (Malaysia)
Local Committee Co-chairs
Jagdeep Singh Jassel, INTI International University (Malaysia)
Steering Committee Chairs
Dan-Pai Feng, MingHsin University of Science and Technology (Taiwan)
Etsuko Katsu, Meiji University (Japan)
Edwin J. Portugal, State University of New York at Potsdam (USA)
Uthai Tanlamai, Chulalongkorn University (Thailand)
Academic Committee Chair
Chian-Son Yu, Shih Chien University (Taiwan)
Program Chairs
Chien-Kuo Li, Shih Chien University (Taiwan)
Chih-Chien Wang, National Taipei University (Taiwan)
Conference and Program Coordinators
Ta-Wei Hung, Shih Chien University (Taiwan)
Chien-Kuo Li, Shih Chien University (Taiwan)
Finance and Registration Chair
Ta-Wei Hung, Shih Chien University (Taiwan)
Publicity Chair
Mu-Fen Chao, Tamkang University (Taiwan)

4. April 1-3, 2015, Kuala Lumpur, Malaysia
9
International Committee
International Committee Chairs
Tommi Laukkanen, University of Eastern Finland (Finland)
Jason Tsai, National Taipei University (Taiwan)
International Committee Co-chairs
Ki-Han Chung, Gyeongsang National University (Korea)
Robert Davison, City University of Hong Kong (China)
Maslin Masrom, University Technology Malaysia (Malaysia)
Sangeeta Sahney, Indian Institute of Technology (India)
International Committee
Hyung Jun Ahn, Hongik University (Korea)
Wantana Amatariyakul, Rajamangala University of Technology Isan (Thailand)
Mehdi Asgarkhani, New Zealand Computer Society (New Zealand)
Christina Ling-Hsing Chang, National Pingtung Institute of Commerce (Taiwan)
Tsung-Han Chang, Kao Yuan University (Taiwan)
Yao-Chung Chang, National Taitung University (Taiwan)
Wachara Chantatub, Chulalongkorn University (Thailand)
John Chelliah, University of Technology, Sydney (Australia)
Chun-Der Chen, Ming Chuan University (Taiwan)
Chyun-Chyi Chen, Far East University (Taiwan)
Shi-Huang Chen, Shu-Te University (Taiwan)
Shi-Jay Chen, National United University (Taiwan)
Tsung-Yi Chen, Nanhua University (Taiwan)
Ying-Hsiu Chen, Tamkang University (Taiwan)
Kai-Wen Cheng, National Kaohsiung University of Hospitality and Tourism (Taiwan)
Christy M. K. Cheung, Hong Kong Baptist University (Hong Kong)
Hsien-Kuei Chiu, Jinwen University of Science and Technology (Taiwan)
Chin-Wen Chuang, I-Shou University (Taiwan)
Tsung-Yen Chuang, National University of Tainan (Taiwan)
Ki Han Chung, Gyeongsang National University (Korea)
Bin-Yue Cui, Nagoya University (Japan)
Robert Davison, City University of Hong Kong (China)
Jyh Perng Fang, National Taipei University of Technology (Taiwan)
Dan-Pai Feng, Mingshin University of Science and Technology (Taiwan)
Jui Feng, Fo Guang University (Taiwan)

5. 10
International Committee (Cont’d)
Simon Fietze, Helmut-Schmidt-University (Germany)
Akira Hattori, Kanagawa Institute of Technology (Japan)
Monireh Hosseini, K. N. Toosi University of Technology (Iran)
Hsing-Yu Hou, TransWorld University (Taiwan)
Ju-Ling Hsiao, Chia Nan University of Pharmacy & Science (Taiwan)
Kun-Lin Hsieh, National Taitung University (Taiwan)
Chien-Lung Hsu, Chihlee Institute of Technology (Taiwan)
Chen-Fen Huang, National United University (Taiwan)
Chun-Che Huang, National Chi Nan University (Taiwan)
Shiu-Li Huang, Ming Chuan University (Taiwan)
Chien-Wen Hung, Chia Nan University of Pharmacy and Science (Taiwan)
Zuraini Ismail, University Technology Malaysia (Malaysia)
Dafna Kariv, The College of Management Academic Studies (Israel)
Yuka Kawasaki, Hyogo University of Teacher Education (Japan)
Mizanur Rahman Khondaker, Nanzan University (Japan)
Sangmi Kim, Nagoya University (Japan)
David Chien-Liang Kuo, Chinese Culture University (Taiwan)
Jung-Yu Lai, National Chung Hsing University (Taiwan)
Tommi Laukkanen, University of Eastern Finland (Finland)
Gen-Yih Liao, Chang Gung University (Taiwan)
Chien-Hsin Lin, Yu Da University (Taiwan)
Ming-Hua Lin, Shih Chen University (Taiwan)
Yao-Chin Lin, Yuan Ze University (Taiwan)
Yu-Shan Lin, National Taitung University (Taiwan)
Yu-Tzu Lin, National Chi Nan University (Taiwan)
Ming-Chou Liu, National Dong Hwa University (Taiwan)
Tsong-Zen Liu, National Kaohsiung University of Hospitality and Tourism (Taiwan)
Yen-Fen Lo, Shih Chien University (Taiwan)
Ching-Ching Lu, National Hsinchu University of Education (Taiwan)
Meg Lu, National University of Tainan (Taiwan)
George Robert MacLean, University of Tsukuba (Japan)
Dave E. Marcial, Silliman University (Philippines)
Maslin Masrom, University Technology Malaysia (Malaysia)
Mohamad Hisyam Bin Mohd Hashim, Universiti Tun Hussein (Malaysia)
Masamitsu Moriyama, Kinki University (Japan)
Akiko Ogawa, Nagoya University (Japan)
Chen-Kuo Pai, Macau University of Science and Technology (Macau)

6. April 1-3, 2015, Kuala Lumpur, Malaysia
11
International Committee (Cont’d)
Alex Chen-Man Pan, Kao Fong College of Digital Contents (Taiwan)
Edwin J. Portugal, State University of New York at Potsdam (USA)
Pimmanee Rattanawicha, Chulalongkorn University (Thailand)
Ava Clare Marie Robles, Mindanao State University (Philippines)
Sangeeta Sahney, Indian Institute of Technology (India)
Phannaphatr Savetpanuvong, Chulalongkorn University (Thailand)
Syed Shah Alam, National University of Malaysia (Malaysia)
Jessica Hsiu-ching Shen, Chia Nan University of Pharmacy & Science (Taiwan)
Ming Ta Shih, Yung Ta Institute of Technology & Commerce (Taiwan)
Dong-Hee Shin, Sungkyunkwan University (Korea)
Jiri Strouhal, University of Economics Prague (Czech Republic)
Ying-Chan Tang, National Chiao Tung University (Taiwan)
Chatpong Tangmanee, Chulalongkorn University (Thailand)
Uthai Tanlamai, Chulalongkorn University (Thailand)
Yu-Hui Tao, National University of Kaohsiung (Taiwan)
Chia-Chang Tong, Chienkuo Technology University (Taiwan)
Masao Toyama, Chiba Institute of Technology (Japan)
Hajime Tozaki, Waseda University (Japan)
Chung-Hung Tsai, Tzu Chi College of Technology (Taiwan)
Jung-Fa Tsai, National Taipei University of Technology (Taiwan)
Abraham Gert van der Vyver, Monash University (South Africa)
Mei-Hsiang Wang, Southern Taiwan University (Taiwan)
Mei-Hsin Wang, National Yunlin University of Science & Technology (Taiwan)
Edward Watson, Louisiana State University (USA)
Tingsheng Weng, National Chiayi University (Taiwan)
Alyssia Wong Siew Yoong, Raffles International Institute (Hong Kong)
Hsin-Hung Wu, National Changhua University of Education (Taiwan)
Tain-Fung Wu, Asia University (Taiwan)
Takami Yasuda, Nagoya University (Japan)
C. Rosa Yeh, National Taiwan Normal University (Taiwan)
Yung-Shen Yen, Providence University (Taiwan)
Shigeki Yokoi, Nagoya University (Japan)
Sonny Zulhuda, International Islamic University of Malaysia (Malaysia)

7. 2015 International Conference on e-Commerce, e-Administration, e-Society, e-Education, and e-Technology
Table of Contents
e-Commerce
Fraud Behaviors in Online Auction
Chu-Fen Li.....................................................................................................................................1
An Intelligence-Based Hybrid Approach for Business Forecasting Involving Big Data
Li Ching Ma, Zhi Yu Dai...............................................................................................................2
Brand Image Management via Websites for Nonprofit Organizations
Shiu-Li Huang, Hsiao-Hsuan Ku...................................................................................................3
Employee Engagement and Performance Management of Giordano
Jyy Ling Tserng, Szu Chiang Chao................................................................................................26
Can we use "purchasing bias" and "under-reporting bias" to explain the distribution of rat-
ings and positive and negative reviews on hedonic consumption? Review analysis of three ho-
tels in Malaysia
Yi Loon Saw, Hung-Pin Shih.........................................................................................................36
Can Social Networking Sites Enhance Purchase Intention? The Perspectives of Value, Social
Influence, and Gender Difference
Chun-Ming Chang, Yu-Jian Guo, Ming-Chen Chien, Yuan-Chun Chao.......................................42
An Empirical Study on Customers Adoption of E-commerce: A Customer Trust Model to Sup-
port the Adoption of E-commerce among SME’s in Sri Lanka
Padmali Manesha Peiris, Dhananjay Kulkarni..............................................................................57
Implications of Trust and Usability on Ecommerce Adoption
Padmali Manesha Peiris, Dhananjay Kulkarni..............................................................................76
Business Enabling CRM for B2B - Concept and Challenges
Norbert Jesse..................................................................................................................................101
Trendy Monetization on e-Technology
Mei-Hsin Wang..............................................................................................................................112
Exploring the Effects of Search Engine Optimization (SEO) from End Customers’ Perspective
Chien-Liang Kuo, Xue-Fang Huang..............................................................................................121
Developing a Gamification-based Customer Relationship Management Model: A Preliminary
Study
An Yuan, Chih-Shu Chien, Chun-Chien Chao, Mei-Ling Hsiung, Chia-Hung Fang, Chien-Liang
Kuo.................................................................................................................................................122
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8. 2015 International Conference on e-Commerce, e-Administration, e-Society, e-Education, and e-Technology
The Development of a Savings and Loan Monitoring System for Multipurpose Employees Co-
operative
Love Jhoye Moreno Raboy, Midel Jay C. Baslote, Jo Marie S. Cervantes, Mary P. Fernandez, Ellen
Mae Z. Salada................................................................................................................................123
e-Administration
An Information System Outsourcing Project Selection Method
Chun-Chin Wei, Kuo-Liang Lee....................................................................................................134
IT Governance Processes Perception
Sakuna Samithisomboon, Wachara Chantatub..............................................................................149
Domains of Information Technology Governance: An Overview
Mehd Asgarkhani...........................................................................................................................166
e-Society
Analysis of College Students’ Preferences on Facebook Community Website By Using Social
Exchange Theory
Chun-Chi Lin, Chyun-Chyi Chen..................................................................................................176
Exploring the Factors Affecting Consumer Boycott Behavior: Food Oil Incidents Triggered a
Crisis of Brand Trust
Hsien-Kuei Chiu............................................................................................................................191
e-Education
Classification of Students’ Performance in a Learning Management System Using their
eLearning Readiness Attributes
Ellenita Roxas Red, Hanna Grace S. Borlongan, Tesalonica T. Briagas, Ma. Jonessa M. Mendoza
199
A Study of Freshmen’s English Learning Motivation in Taiwan by Using Project-Based Learn-
ing and ZUVIO
Bor Tyng Wang..............................................................................................................................212
The Development of Gini Coefficient Toolbox and Its Application in Teacher Evaluation
Li-Xing Ma, Mei-Li You, Yu-Lung Tsai, Jee-Ray Wang, Kun-Li Wen.........................................223
A Study on the Peer Acceptance of Elementary Students
Te Chou Huang..............................................................................................................................234
Integration the (ISSM) models and (ECT) model to explore the study of nurses’ E-learning
system efficiency
Chien Wen Hung............................................................................................................................246
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April 1-3, 2015, Kuala Lumpur, Malaysia

9. 2015 International Conference on e-Commerce, e-Administration, e-Society, e-Education, and e-Technology
Successful Strategies and Elements of the New Learning Paradigm
Szu Chiang Chao, Jyy Ling Tserng................................................................................................255
The effects on reading comprehension of elementary school students with reading disability
using picture-predicted strategy
I-Ching Tsai....................................................................................................................................264
Implementing m-learning for English Language Learning in Sri Lanka
Fazeena Jamaldeen, K. Priyantha Hewagamage, A. Yamaya Ekanayaka......................................281
Multiple Programming Languages Marking System Using Unit Testing -- Evaluation of Isola-
tion of Marking Algorithm --
Riki Hiraoka, Masamitsu Moriyama..............................................................................................287
What makes a classroom FLIPPED? --- Taking a Course Designed for the Taiwanese College
Students as an Example
Yee-Chia Hu...................................................................................................................................297
The Effect of TPACK-oriented Instructional Design for Rural School’s Online Tutoring Activ-
ity
Ming Chou Liu, Kuan Hung Wang................................................................................................326
A Study on Satisfication with the Educational Needs of Learning Disability High School Stu-
dents from Central Taiwan
Wen-Shan Wang.............................................................................................................................335
A Pilot Study on Aboriginal Gifted Student Learning Strategies in Junior High School in Tai-
wan
Chih-Yuan Tsai...............................................................................................................................353
A Study for Students’ Learning Interests on Station Teaching with Pre-coached students and
Technology Interactive Installation
Chieh Ju Huang, Feng-Jui Hsu......................................................................................................357
A Study on the Influence Factors for Introducing the Free Software of Open Office in Taiwan-
ese Enterprise
Chaang-Yung Kung, Wei-Chun Ko, Tzung-Ming Yan, Jyun-Yi Jhao...........................................366
Measuring instructor’s role from student’s perspective in online learning environment
Min-Ling Hung, Chien Chou.........................................................................................................376
A Study on the Attributes of E-learning Platform -Taiwan Power Company as an Example
Wen-Hua Yang, Chih-Sung Lai, Chun-Yu Ke, Hsing-Hui Chu.....................................................384
Teaching English with Augmented Reality Technology: Evaluative Feedback of Elementary
School Students
Poonsri Vate-U-Lan.......................................................................................................................394
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April 1-3, 2015, Kuala Lumpur, Malaysia

10. 2015 International Conference on e-Commerce, e-Administration, e-Society, e-Education, and e-Technology
Managing Evaluation and Innovation: Designing an Arts-Led Curriculum for Learners as
Dancers to Flip Their English Classroom in Taiwanese Higher Education
Paoling Liao...................................................................................................................................405
Matching the Needs of the Industry with the College of Information Technology and Comput-
er Studies on the Job Training Program
Christian Macaraig Bana................................................................................................................439
Beyond Free: Open Learning in a Networked World
Clement Sudhakar Swarnappa.......................................................................................................449
The Old Dog Keeping Learning New Tricks, but Still Frustrated: An English Teacher’s
Self-Reflection on Teaching English as a Foreign Language
Jessica Hsiu-Ching Shen................................................................................................................456
Development of programs to form the competence of CIO and assistant CIOs to boost "ICT
-oriented schooling"
Hironori Sasaki, Seiichi Kishi, Yuka Kawasaki.............................................................................476
An Intelligent/Interactive Educational Tool Based on Android Smartphone Technology
Chian-Yi Chao, Chin-Ming Hsu....................................................................................................477
Applying Information Technology in Analyzing Five-Element Attributes of One’s Name for
Enhancing School Counseling Quality
Chin-Ming Hsu, Chian-Yi Chao....................................................................................................489
Producing and Evaluating the teaching Materials made with contactless objects –Applying to
One-to-One Technology-Enhanced Learning
Tsung Sheng Cheng, Yu Chun Lu, Chu Sing Yang........................................................................499
Reuse of Digital Contents to Develop Online Learning Material for Vocational Education
Rosliza Abdul Hamid, Natalya Rudina Shamsuar.........................................................................506
Satisfaction of Learning Management System using EUCS model
Rosnah Md Nor, Fadhilah Mat Yamin...........................................................................................514
The Study of Teaching Strategies-An Example of the Packaging Design of Fish in Sour Soup
Min-Yang Liu, Li-Yi Ying, Si-Kang Guo, Hui-Yi Liang...............................................................524
An NFC Based Context-aware Solution for Finding Books in the Library Environments
Kai-Wen Lien, Yih-Jiun Lee..........................................................................................................529
The Impact of Digital Traditional Qigong Regimen Exercises Intervention on the Brain Func-
tion in the Elderly
Chien- Min Cheng, Yung-Pin Ho, Shin-Tho Huang, Kwok On Lau, I-Mao Chen........................537
Effectiveness of IT Skills Frameworks for Reform in IT Education
Mehdi Asgarkhani..........................................................................................................................538
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11. 2015 International Conference on e-Commerce, e-Administration, e-Society, e-Education, and e-Technology
The role of System Sociability Factor in Modeling Learning Management System Success in
University Education.
Sharif Omar Salem, Suha Fouad Salem, Khaironi Bin Sharif.......................................................545
Leveraging Gamification Design in Reshaping the Marketing Strategy of Continuing Educa-
tion: A Proposed Framework
Pei-Hui Wu, Hsin-Chih Hsu, Chih-Yin Lin, Yu-Ju Chien, Chien-Liang Kuo...............................559
An Auto-Sensing Environment for Understanding the Behaviours of Children with Pervasive
Developmental Disorder
Yih-Jiun Lee, Kai-Wen Lien, Ping-Hsiang Hsu, Ching-Yi Chiu, Kuan-Yu Chiang......................564
SMS Based: Key Word Generated of a Two Way Communication of Student Organizations’
Information Dissemination
Marylene Saldon Eder....................................................................................................................565
The Construction of Three-Dimensional Flower Materials
Ting-Sheng Weng, Chien-Kuo Li..................................................................................................571
e-Technology
A Novel Cloud Log System
Jung-Shian Li.................................................................................................................................572
Subjectivity Classification of Chinese Blog Posts based on Topic-Relevant Document Ex-
traction and Opinion Extraction
An-Zi Yen, Wen-Juan Hou.............................................................................................................573
Development of an Elderly Home-care Service using Cloud Event-based Architecture
Chyun-Chyi Chen, Chun-Chi Lin, Yueh-Min Huang....................................................................596
A Dynamic Calculation Method for AHP in Unexpected Environments
Yun-Ning Liu, Shiow-Yang Wu.....................................................................................................606
A Pilot Study on the Check-in of International Flights at the Taoyuan International Airport
Yu-Hsing Huang, Ying-Ju Liao......................................................................................................616
Multi-criteria Resource Brokering in Cloud Computing
Chih-Lun Chou, Gwo-Jiun Horng.................................................................................................627
Constructing a Linked Open Data Platform of Taiwanese Religious Temple Tourism Data with
Semantic Content
Yin-Ting Chuang, Hui-Chen Tsai, Ching-Long Yeh......................................................................638
A Guideline in Designing Business Intelligence Dashboard for Executive
Pitchayaporn Pongsakornrungsilp, Wachara Chantatub................................................................647
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April 1-3, 2015, Kuala Lumpur, Malaysia

12. 2015 International Conference on e-Commerce, e-Administration, e-Society, e-Education, and e-Technology
Indoor Positioning Using Decision Tree Induction
Chienwen Wu, Po-Chih Chen........................................................................................................664
Applying Kansei Engineering to the Design of Motorcycle Dashboard
Yu-Hsing Huang, Teng-Li You, Ying-Ju Liao................................................................................665
The Implementation of a Performance Sensitivity Tool for AHP Decision Making
Chienwen Wu, Ying-Shian Tsai.....................................................................................................676
From Chaos to Concert: Evolution of a Digital Collaboration Tool from a To-do List
Devendra Kumar Tiwari, Priyadarshani Singh, Arun Kumar........................................................677
Contextual Sentiment Polarity Analysis using Conditional Random Fields
Joseph Renan Delas Alas Garcia, Dylan Valerio, Prospero Naval, Jr............................................692
A Mutual Non-repudiation Protocol for a Cloud-based Checkout System
Tao-Ku Chang................................................................................................................................707
A Mobile-Based Application for Stock Market Prediction Towards Productive Investment
Rachel A. Nayre, Benilda Eleonor V. Comendador, Argel A. Bandala.........................................709
A Decision Support System for Reservoir Water Management and Risk Analysis
Selwyn Verano Addeb, Rogelyn Llavado Bacsan, Elrick Emmanuel Camazuela Perez, Mary Jane
Magno Tan, Benilda V Commendador..........................................................................................716
"Seeing the Sound"- An Introduction of Time Domain Waveform, Frequency Domain Spec-
trum, and Waveform Arithmetic Operations for Prospective Young Female Scientist
Leslie Tong, Mei-Li You, Mei-Chuan Wei, Wen-Hui Fang...........................................................722
Design and Implementation of Time and Frequency Response Analysis Test Platform for
Woodwind Reed
Chia-Chang Tong, Zih-Kai Su, En-Tzer Ooi.................................................................................734
Object-oriented Integrated System for Patient-centered e-Healthcare Management: Analysis
and Design using UML
Kassem Saleh, Naelah Al-Dabbous, Anwar Alyatama..................................................................749
A VoIP Softphone on Android Based Smartphone using SIP for Local Telecommunication Ser-
vice Provider in the Philippines
Junar Arciete Landicho..................................................................................................................750
Smart Phones: an IT Security Concern for IT Management
Mhamed Zineddine........................................................................................................................761
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April 1-3, 2015, Kuala Lumpur, Malaysia
Teaching English with Augmented Reality Technology:
Evaluative Feedback of Elementary School Students
Poonsri Vate-U-Lan, Ed.D.
Graduate School of eLearning, Assumption University of Thailand
Bangkapi, Bangkok, Thailand
poonsri.vate@gmail.com
ABSTRACT
The application of new educational technologies to the teaching of English in
classrooms around the world is an important endeavor. One of the outstanding
innovations is Augmented Reality technology, which is a computer-generated
technology that enhances user perception and experience. The researcher selected
Augmented Reality technology since it is very attractive to young learners in teaching
English as a foreign language in classrooms due to its capacity for learners to see and
experience the real world with embedded 3-dimensional content. After explaining
Augmented Reality in the context of new technologies development, this paper
provides analytical details from a survey of 484 elementary school learners in
Bangkok classrooms concerning an Augmented Reality 3D pop-up book called The
Seed Shooting Game. This was designed for a blended learning environment that
involved a combination of electronic curriculum material within a traditional teaching
context. The statistical feedback given by these young learners through this survey
was very positive with no gender variations apparent. The evaluative feedback of
these elementary school students towards the application and use of Augmented
Reality confirmed the need of innovative technology for future education.
Keyword: 3D, Augmented Reality, Blended Learning, Elementary, Teaching English,
Pop-up book, Survey, Thailand
1. Introduction
This research paper reports on evaluative feedback of elementary school students in
Thailand towards an application of Augmented Reality (AR) technology. In practice,
blended learning is one of the most popular education approaches at elementary level in
developing countries such as Thailand due to the young age and corresponding
openness of students despite the limitations of Internet speed in some rural areas. These
two main factors generating the enthusiasm of young students and interest in the
Internet support this current research project conducted in the classroom context which
centres on teaching English in class through a blended learning approach. This teaching

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April 1-3, 2015, Kuala Lumpur, Malaysia
program utilized an Augmented Reality 3Dimensional (3D) pop-up book, namely The
Seed Shooting Game, as a resource to teach English as a foreign language to Grade
Three students who are about 9 years of age in Bangkok (Vate-U-Lan, 2011).
English is considered as the most important of the foreign languages because of its use
as an official language of the Association of South East Asian Nations - ASEAN
Economic Community (AEC) and as the major global language even though, in both
theory and practice, Thailand has only Thai as the official language (Quinn, 2012).
Concern about low English literacy rates among Thai students has been emerging for
some time within most Thai academic institutions (The Nation: Business, 2013).
According to the ranking of the English Proficiency Index, conducted by the
organisation’s head office in Zurich Switzerland, Thailand is categorized in the very
low proficiency group ranked at a modest 55th out of 60 countries where English is not
the “mother tongue” (Education First, 2013). This low English language ranking
among adults is seen as a persistent weakness in terms of global competiveness from a
purely economic perspective (Education First, 2013). Out of 60 countries and territories
surveyed in 2013, Thailand is placed higher than only Panama, Kazakhstan, Algeria,
Saudi Arabia and Iraq (Education First, 2013). The concern that emanates from
inadequate English skills is that it indicates a small base of competent adult English
speakers necessary for countries in a globalized world and for trading economies. As a
consequence, innovation in teaching English to Thai elementary school students is seen
as a major priority to be addressed to boost economic performance (Education First,
2013).
The main research instrument developed for this study was the AR 3D pop-up book
which is a digital 3D multimedia resource in pop-up book appearance that can be
accessed via the computer screen within the AR technology environment. The Seed
Shooting Game was a research product developed to teach English through a
storytelling technique for elementary students in Thailand. This AR 3D pop-up book
presents multimedia elements including graphics, text, animation and sound. Figure 1
shows the research developed media resource which presents the same content in two
different formats: I) screen mode or the 3D pop-up book (left) and II) camera mode or
the AR pop-up book (right).

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Each page of the book has narration. Each object on each page contains users or
students’ interaction such as animation, texts and sound which will appear by clicking
on the particular object. Firstly, in the screen mode, the digital book looks similar to a
traditional pop-up book - users can move this 3D pop-up book by using the mouse
instead of the user’s hands. In order to turn to the next page, users can press a next
button. Secondly, in the camera mode, after selecting the function of ‘always on
screen’, the pop-up book superimposes as a 3D object in the real time situation
whereby the users see themselves through the camera. In this mode, the users can turn
the book to the next page by waving their hands at the darker area at the top of the
frame instead of clicking on the next page button as this 3D pop-up book is embedded
with gesture recognition.
This article aims to detail only one small, but significant, part of the research findings
regarding the developed AR 3D pop-up book, The Seed Shooting Game, which
focused on young students’ opinions and feedback while the trial was conducted. The
data were collected through a short and simple questionnaire distributed after the trial
class since the students were quite young. The research question needing to be
answered in the survey was to assess the level of satisfaction of the young students
towards the newly developed media.
2. Literature Review
2.1 Augmented Reality for education
The explosion of mobile computer technology would seem to be the main factor
influencing teaching and learning processes in the 21st Century. AR technology has
been cited as the next big thing in technology (Farber, 2013). Gribetz (2013 as cited in
CNET, 2013) has suggested that AR technology is the keyboard and mouse of the
future since there is no other future for computing than to display information from
Figure 1: Comparison of different presentations of AR 3D Pop-up book

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April 1-3, 2015, Kuala Lumpur, Malaysia
the real world and control objects with users’ fingers at low latency and high dexterity.
Very significantly, in the same report, AR is anticipated to be adopted by a billion
users by 2020 (Ahonen, as cited in CNET, 2013). The Intel Corporation is investing
$100 million over 2013-2015 to fund companies developing “perceptual computing”
software and application, focusing on next-generation, natural user interfaces such as
touch, gesture, voice, emotion sensing, biometrics and image recognition. AR
technology has already become embedded in the glasses or contact lenses as one of
the obvious examples where AR technology is very close to people’s lives.
Subsequently, AR technology was a logical part of the life-wide learning concept as
mentioned in the 2010 National Ed Tech Plan (Demski, 2013).
The review of AR empirical studies from 2003 to 2012 found increasing numbers of
projects in many European countries such as Spain, Romania and Germany, with
Taiwan appearing to be the leader in Asia. But this specific Taiwanese study did not
report on any AR research project from South East Asia (Tsai, Shen, Fan, 2014) thus,
making this study a key contributor of original knowledge in relation to Thailand.
This review found that AR for educational purposes employed the quantitative
research method more than qualitative research method.
The systematic review of AR trends in education by Bacca, Baldiris, Fabregat, Graf,
and Kinshuk (2014) showed that the AR projects were created for many discipline
areas such as science, humanities, engineering, and social science (40.6%, 21.9%
15.6% and 12.5% respectively). Most of the application trials were conducted at
Bachelor’s or equivalent level (34.38%), followed by primary education and lower
secondary education (both being 18.75% respectively). The popular and motivational
purposes underpinning the use of AR in educational settings were to explain the topic
and augment information (43.75% and 40.63%) (Bacca et al., 2014). The advantages
of AR can be highlighted in terms of learning gains, motivation, collaboration,
facilitation of interaction, exploration and enjoyment. In addition, effectiveness of
using AR in educational purposes show that AR can improve better learning
performance, learning motivation, student engagement, improving perceived
enjoyment and positive attitudes (53.13%, 28.13%, 15.63% and the two last both
12.5%) (Bacca et al., 2014). The biggest portion of AR projects in education use a
marker-based AR. However, the remarkable limitations to apply AR in educational
settings were difficulties maintaining superimposed information and paying too much
attention to virtual information (Bacca et al., 2014).
Seventeen AR simulation projects were implemented for middle school students and

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teachers in Boston, Massachusetts by Mitchell and DeBay (2012). Their key
suggestion was to initiate uncomplicated content to allow students and teachers to be
comfortable before initiating more complex content. Within this research project
Mitchell and Debay (2012) found that AR technology actually stimulated authentic
learning, delivered meaningful context and motivated students who were
“stereotypically” disengaged from classroom. Similarly, an AR project for the year
seven students created from the Aurasma application influenced pupils to remember
more and make the content more interesting, resulting in enhanced engagement and
student learning (Connolly & Hoskins, 2014).
In addition to this, a research project at Sutton Public School, a rural school located in
the northern York Region community of Sutton, Ontario, implemented AR to increase
student engagement and student achievement in an inquiry-based learning
environment (Hibberd, Johnson, To & Vora-Patel, 2012). The research result
highlighted and supported how important AR may well be for educators to create 21st
century learning environments that are interactive, malleable and inquiry-driven. This
research also found that an AR project in the classroom increased students’
engagement and motivation towards learning (Hibberd et al., 2012). Based upon the
statistical analysis undertaken by Hibberd et al., (2012); students’ achievement after
studying in the AR environment resulted in a significantly higher score when
compared with more traditional education offerings.
2.2 AR 3D pop-up book research
Zooburst is an online application to generate an AR 3D pop-up book which can be
programmed as an interactive multimedia (Byrne, 2012). Zooburst is an AR
web-based editing tool that users can either access to free licensed clip art or upload
their own clip art to complete their story (Kapp, 2011). A research study conducted
with Year One primary school students in Malaysia found from their observation and
semi-structured interviews that young students perceived the AR 3D pop-up book as
being motivational through the attention, relevance, confidence and, finally, the
feeling of positive satisfaction (Mahadzir & Phung, 2013). They recommended using
AR technology to motivate students’ learning performance due to its potential to
inspire young students. Similarly, this research study in Thailand, creating the AR 3D
pop-up book using 484 Grade Three Thai students as the population from which 99
students were randomly selected as the participants reflected the findings of Mahadzir
& Phung, (2013). The findings confirmed that the AR 3D pop-up book induced
students to experience greater in-depth learning, that is, comprehension and
engagement gained from the English lesson. The average of post test scores was

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higher than for their pre-test scores (Vate-U-Lan, 2012). In other words the traditional
education offering was not as successful as the AR education experience.
From the above review, it can be clearly stated that the potential of AR technology
increases dramatically with any devices integrated with a web camera or a camera on
mobile devices. Importantly, instruction utilizing AR technology or other modes of
computer technology must reflect what is known about the effectiveness of
student-centered teaching and learning. The challenge facing educators is to develop
relevant applications using available technologies in teaching English and other
curricula. The advantages regarding flexibility, speed and storage capacity of
contemporary mobile computerized devices are causing teachers of English to
redefine the meaning of hands-on experience and to rethink the well-planned
integration of computer technology into the traditional process of teaching.
Consequently, it is fair to assume that AR projects may be beneficial in many fields
such as education, military, industrial, commercial, entertainment, and medical. Based
on the research cited in this literature review it is important to research the capacity of
AR within this current research for teaching English in Thai primary schools. The
next section will detail the feedback from participants towards the AR 3D pop-up
book.
3. Research Methodology
This research employed the paper-pencil self-administered questionnaire to elicit
young students’ attitudes towards the blended learning process using AR 3D pop-up
book, The Seed Shooting Game, in the traditional classroom. Firstly, the newly
developed media which was used as the main learning material commenced from the
pre-test, pre-instruction stage, together with the body of knowledge until the end of
the children’s story and post-test. Secondly, the questionnaire was distributed after the
completion of the teaching procedure. This was to guarantee that participants had
actually learned from the completed AR educational experience. The questionnaire
included seven items with a 5-point rating scale with the last question as an
open-ended question. This questionnaire was designed to be short and simple to
gather feedback since the students were quite young and might lose concentration at
the end of the process. The contents of this questionnaire were initially drafted and
then revised after consultation with the experts. Each questionnaire item had its own
point such as excitement, demands of study, happiness in use, comprehension,
presentation, need and interest. It was printed in paper-pencil form and then trialed
with 43 participants at the development stage and demonstrated an average reliability
calculated by Cronbach’s co-efficient Alpha of 0.762, over the required 0.5.

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4. Results, Data Analyses and Discussion
At the end of this blended learning class which employed AR 3D pop-up book as the
main instructional media to teach English, there were 40 participants who answered
this paper-pencil self-administered form. In total, 52.5 per cent were female (21 girls)
and 47.5 per cent were male (19 boys). They were Grade Three students who were
about 9 years old on average.
Table 1: Mean score of Attitudes towards the AR 3D Pop-up book
Item
Female
(n=21)
S.D.
Male
(n=19)
S.D. Total S.D.
1. I feel excited when using the AR
book
4.67 0.730 4.79 0.419 4.72 0.599
2. I feel that AR book increased the
demand for studying
4.52 0.680 4.58 0.838 4.55 0.749
3. I feel happy using the AR book 4.67 0.796 4.53 0.697 4.60 0.744
4. I understand content while studying
from the AR book
3.95 1.244 3.47 1.264 3.73 1.261
5. I liked the presentation of AR 4.90 0.301 4.63 0.597 4.78 0.480
6. I want to study from AR 4.48 0.680 4.00 1.333 4.25 1.056
7. I am interested in AR technology 4.48 0.814 4.74 0.452 4.60 0.672
Average mean score 4.52 0.538 4.39 0.536 4.46 0.535
Likert’s scale data where 1 means strongly disagree - 5 means strongly agree
The attitudinal items, their mean score and standard deviation on the 5-point rating
scale of the satisfaction survey (n=40) are presented in Table 1. The average mean
score reflected strong agreement with all statements (4.46, S.D. = 0.535). The highest
average score was for the statement indicating that participants liked the presentation
of AR (4.78, S.D. = 0.480). This finding confirmed that The Seed Shooting Game as a
3D AR pop-up book should be used for young children in similar contexts. However,
according to the mean score, there was a gap in terms of content comprehension since
the fourth item earned the lowest score (3.73, S.D. = 1.261). The meaning of this item
indicated that they understood the content well but had not reach the level of clearly
understanding it. The fact was that the size of this class was about 40 students. It was
nearly impossible to make pauses in teaching, make observations and check students’
comprehension individually. Moreover, the limitation of such a short period of time
during data collection would have allowed no time for questioning - this might be
another factor causing students to say that they did not clearly understand the content

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well. According to the findings, the second top average score was for the item of ‘I
feel excited when using the AR book’ (4.72, S.D. = 0.599). Two items earned the
same mean score for the third top score, ‘I feel happy using the AR book” and “I am
interested in AR technology’ (4.60, S.D. = 0.744 and 0.672 respectively). Then
slightly lower was ‘I feel that the AR book increased the demand for studying’ with
4.55 (S.D. = 0.599). And students rated the item, ‘I want to study from AR’ at 4.25
(S.D. = 1.056). The overall satisfaction levels from this questionnaire presented an
overwhelmingly positive picture on all items which support the utilization of AR 3D
pop-up book as the innovation to enhance instruction quality.
The raw data was calculated to measure the diversity of each gender’s opinion
towards The Seed Shooting Game (see Table 1). It found from using an independent
sample t-test that there were no significant differences between females and males
even though the girls’ average mean scores was generally slightly higher than the
boys’ average mean score. This implied that girls tended to prefer using this 3D AR
pop-up book than the boys but not significantly so. The reason from observation
during conducting research might be because girls seem to enjoy studying foreign
language more than boys.
The responses to the open-ended questions were very positive. They supported the
quantitative component of the research. The keywords repeated in the open-ended
sections were:
AR makes me so excited
AR makes study enjoyable
“It was my best time for studying from this kind of technology;”
“the technology and colourful graphics drive my study passion;”
“I like this kind of learning material the most;”
“I love to listen to the narration”
“it is my first time to see this technology”
“I am happy to see myself in reality and the instruction media at the same time,”
“I want to study like this every day, the media grabs my study attention”
“I love it when the teacher translates it into Thai and please come back and teach
me to like it.”
The most frequent keywords from this open-ended question were ‘I am looking
forward to studying through AR technology in other subjects’. In summary, young
students’ opinions were very positive, highlighting that AR technology in teaching
English was very successful in this instance. The students obviously liked this

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innovation since it proved interesting and was well integrated with multimedia
functions. Moreover, the researcher also found that young students paid more
attention to the content while the AR 3D pop-up book delivered knowledge page by
page since at the beginning young students had lost their interest to learn.
5. Recommendations and Conclusions
Further development of AR is a distinct education policy initiative requiring added
focus and resources for numerous reasons that will be outlined. The evaluative
feedback of elementary school students towards the developed AR 3D pop-up book
reflected positive aspects both from quantitative and qualitative data. Young students
found this innovation was very exciting, interesting and motivating in blended
learning environments which reflected almost identical trends of AR projects
implementation in other studies cited in this research. According to this research
finding, AR technology presentation was ranked first among other attitude surveys.
Future research of AR projects in elementary levels needs to focus on how to drive the
comprehension level of students in larger classrooms.
The sequences of content needs to be delivered from simpler to more complicated
curriculum offerings to build confidence and emphasis on interaction between
students and AR technology in order to increase students’ cognitive development. The
knowledge sharing of how to integrate technology into the traditional classroom
should be constructed with well-planned guidelines for teachers with a desire to lead
the use of AR technology in blended learning as a key consideration. The qualitative
research method such as interview and observation should be employed for a further
study contrasting or comparing each gender’s attitude to gain a deeper understanding
of its impact. The demand of AR 3D pop-up books for teaching English and other
subjects can be met at other grade levels and should be considered by appropriate
education decision makers. The research encouraging collaborative learning needs to
be planned since primary and secondary students were overwhelmingly approving of
AR technology and they can experience enhanced creativity aided by the accessible
offerings of the Internet that is developed through collective wisdom in terms of
design through the progressing study via online content as an aid to traditional
learning. The innovative media of teaching English is a consideration for international
bodies such as the United Nations and large scale philanthropic organizations as being
freely available on the Internet at no cost to assist students from the very low “English
Proficiency” countries. Finally, the strategies of teaching English should consider
engaging with AR technology and integrating it into future educational resources.
Learning is easier with language proficiency: and English dominates global learning

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for the foreseeable future.
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