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UWAGA!

Pracujemy nad nową stroną internetową czasopism Wydawnictwa Adam Marszałek. Jej planowany termin uruchomienia to 1 maja 2025 roku.

Ze względu na niedziałające zakładki w polskiej wersji obecnej strony czasopism prosimy kierować się na wersję angielską https://czasopisma.marszalek.com.pl/en/. Do końca bieżącego tygodnia będą tam umieszczone polskie wymogi i informacje na zmianę z angielskimi.

Przepraszamy za wszelkie niedogodności związane z obecną wersją strony.

ATTENTION!

We are working on a new website for Adam Marszałek Publishing House magazines. Its planned launch date is May 1, 2025.

Due to the broken tabs in the Polish version of the current magazine website, please refer to the English version https://czasopisma.marszalek.com.pl/en/. By the end of this week, Polish requirements and information will be placed there alternating with English ones.

We apologize for any inconvenience caused by the current version of the website.


Punktacja czasopism naukowych Wydawnictwa Adam Marszałek według wykazu czasopism naukowych i recenzowanych materiałów z konferencji międzynarodowych, ogłoszonego przez Ministra Edukacji i Nauki 17 lipca 2023 r.

Scoring of scientific journals of Wydawnictwo Adam Marszałek according to the list of scientific journals and reviewed materials from international conferences, announced by the Minister of Education and Science on July 17, 2023.


  • Athenaeum. Polskie Studia Politologiczne – 100 pts
  • Edukacja Międzykulturowa – 100 pts
  • Historia Slavorum Occidentis – 100 pts
  • Polish Political Science Yearbook – 100 pts
  • Przegląd Prawa Konstytucyjnego – 100 pts
  • The New Educational Review – 100 pts
  • Art of the Orient – 70 pts
  • Italica Wratislaviensia – 70 pts
  • Nowa Polityka Wschodnia – 70 pts
  • Polish Biographical Studies – 70 pts
  • Azja-Pacyfik - 40 pts
  • Krakowskie Studia Małopolskie – 40 pts
  • Kultura i Edukacja – 40 pts
  • Reality of Politics - 40 pts
  • Studia Orientalne – 40 pts
  • Sztuka Ameryki Łacińskiej – 40 pts
  • Annales Collegii Nobilium Opolienses – 20 pts
  • Cywilizacja i Polityka – 20 pts
  • Defence Science Review - 20 pts
  • Pomiędzy. Polsko-Ukraińskie Studia Interdyscyplinarne – 20 pts
  • African Journal of Economics, Politics and Social Studies - 0 pts
  • Copernicus Political and Legal Studies - 0 pts
  • Copernicus. Czasy Nowożytne i Współczesne - 0 pts
  • Copernicus. De Musica - 0 pts
  • Viae Educationis. Studies of Education and Didactics - 0 pts

Czasopisma

Nowe czasopisma

Czasopisma współwydawane

Wcześniej wydawane

Coloquia Communia

Coloquia Communia

Paedagogia Christiana

Paedagogia Christiana

The Copernicus Journal of Political Studies

The Copernicus Journal of Political Studies

The Peculiarity of Man

The Peculiarity of Man

Czasopisma Marszalek.com.pl

A Comparison of EFL Elementary School Learners’ Vocabulary Efficiency by Using Flashcards and Augmented Reality in Taiwan

  • Author: Cheng-Chang Tsai
  • Year of publication: 2018
  • Source: Show
  • Pages: 53-65
  • DOI Address: https://doi.org/10.15804/tner.2018.51.1.04
  • PDF: tner/201801/tner20180104.pdf

With the rapid development of Augmented Reality (AR), an increasing number of studies has been conducted to explore the effectiveness of this technology in the field of education. Few, however, have examined how AR might influence EFL (English as a Foreign Language) learners’ vocabulary learning efficiency. To fill in this gap in the literature, the purpose of this study is to compare traditional English flash cards with the vocabulary learning method of Augmented Reality to see which English vocabulary learning is more efficient for elementary school students. The study was conducted at an elementary school in Taiwan, and the participants were 66 third grade pupils in total. The study was conducted at two stages in terms of data collection. At the first stage, the control and experimental groups took the same English vocabulary test without any teacher instruction as a pretest. At the second stage, the control group used flashcards to learn 20 target English words by themselves in 30 minutes. The experimental group adopted the Augmented Reality 3D effect of 20 target words by themselves in 30 minutes. After that, both groups took the same English vocabulary test again as a posttest. On the whole, Augmented Reality teaching effects apparently excel the effects of the traditional vocabulary learning methods. The results of this study have shown that the learning method of Augmented Reality was more efficient than the learning method using English flash cards at various proficiency levels (high, intermediate, and low) in terms of English vocabulary learning. The learning method of English flash cards had significant differences in high and low level groups as well as intermediate and low level groups, with the exceptions of high and intermediate level groups. It is worth improving children’s English vocabulary learning by using Augmented Reality in their daily lives in terms of mobile learning. 

Augmented Reality Applications Attitude Scale (ARAAS): Diagnosing the Attitudes of Future Teachers

  • Author: C. Hervás-Gómez
  • Author: P. Toledo-Morales
  • Author: M.D. Díaz-Noguera
  • Year of publication: 2017
  • Source: Show
  • Pages: 215-226
  • DOI Address: https://doi.org/10.15804/tner.2017.50.4.17
  • PDF: tner/201704/tner20170417.pdf

The aim of the presented study is to identify the attitudes of future teachers (in pre-service teacher education) toward Augmented Reality (AR) applications. The innovation experience was carried out in the academic year 2016/17. For the collection of data, the Augmented Reality Applications Attitude Scale (ARAAS), by Küçük, Yilmaz, Baydaş & Göktaş (2014), was adapted to the Spanish context. It is a Likert scale grouped into three dimensions that determine the attitudes of future teachers toward the use of AR applications in education, which are Relevance, Satisfaction and Reliability. In order to analyse data, the statistical software SPSS 23.0 was used. The Bartlett test of sphericity and the Kaiser-Meyer-Olkin (KMO) test for sampling adequacy were also conducted. Results of the study led to the following conclusions: the students developed a favourable attitude in their role as future teachers toward the use of AR applications as learning tools, which have also provided deep learning.

The Affordances of Augmented Reality in Delivering the Science Curriculum to Elementary Grades

  • Author: Marwan M.A. Abualrob
  • Institution: Arab American University
  • Year of publication: 2019
  • Source: Show
  • Pages: 36-53
  • DOI Address: https://doi.org/10.15804/tner.19.58.4.03
  • PDF: tner/201904/tner5803.pdf

The current science books for Palestinian elementary schools essentially consist of picture-based activities. Each lesson features images which students are asked to reflect on, and provide oral and written answers to questions linked to each image. This rich curriculum is being delivered in traditional methods, and few teachers have to date ventured into utilizing modern technologies that can be easily accessible. The present research effort measures the affordances of augmented reality in delivering the science curriculum to elementary grades in the West Bank. An interaction analysis study was used, in which activities from the third grade science textbook were demonstrated using AR technologies to identify their role in enhancing learners’ interaction with pictures in the science school books. A sample of 50 third grade female students, from a West Bank basic school for girls, was drawn from the study population (all third grade students in the West Bank). The 50 students were divided evenly into homogeneous control and intervention groups. Seven activities were delivered conventionally for the former and with augmented reality technologies for the latter. The findings suggest that students taught with augmented reality-enhanced procedures were particularly engaged and effectively responsive, both orally and in written tasks.

An Action Research Study Exploring the Effects of Augmented Reality for English Vocabulary Learning in an Elementary School in Taiwan

  • Author: Cheng-Chang Tsai
  • Institution: Nan Kai University of Technology
  • Year of publication: 2020
  • Source: Show
  • Pages: 163-174
  • DOI Address: https://doi.org/10.15804/tner.20.59.1.13
  • PDF: tner/202001/tner5913.pdf

The purpose of this study is to compare the use of traditional English flash cards and the vocabulary learning method of Augmented Reality to see which English vocabulary learning method is more efficient for elementary school students. The study was conducted at an elementary school in Taiwan, and there were 60 student participants in total. This study adopted an unequal pre-test and post-test experimental design. The study was conducted in two stages in terms of data collection. In the first stage, the control and experimental group took the English vocabulary test, without any teacher instruction, as the pretest. In the second stage, the control group used flashcards to learn 20 target English words by themselves for 40 minutes. The experimental group adopted the Augmented Reality 3D effect on the 20 target words by themselves for 40 minutes. After that, both groups took the same English vocabulary test again, as the posttest. On the whole, Augmented Reality teaching effects apparently exceed the effects of the traditional vocabulary learning method. The results of this study show that the learning method of Augmented Reality was more efficient than that of learning with English flash cards among the various proficiency levels (high, intermediate, and low) in terms of English vocabulary learning. The way of using English flash cards showed significant differences between high and low level groups, as well as between intermediate and low level groups, with the exception being the difference between high and intermediate level groups. It is worthwhile improving children’s English vocabulary learning by using Augmented Reality, by incorporating it into their daily lives through mobile learning.

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