Integrating augmented reality and problem-based learning into English language teaching through instructional design (original) (raw)
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2017
The 2011 Horizon Report predicted it would take two or three years for augmented reality to be adopted in the field of education. On the other hand, a couple of decades have gone by since publication of the relevant essays by Milgram (1994) and Azuma (1997), which defined AR's basic characteristics. Nonetheless, despite the amount of research done since then, we are still far from being able to affirm that AR has been genuinely assimilated into the world of education. Thus it seems necessary to work towards effective use of AR in the classroom that would realize its potential through a learning ecosystem based on concepts such as m-learning, learning by doing, and contextualized learning. Starting from this theoretical standpoint, this article describes the experience of a group of students of Spanish as a Foreign Language in a university business school. The task consisted in the creation of an academic itinerary, enriched by augmented reality, which would offer new students a digital, geolocated tour with important information for their future studies. Results suggest that simple AR tasks that can be replicated in any other academic institution can generate student satisfaction and interest in the work done as well as significant, creative language learning, in context.
2013
Augmented Reality adds a layer of digital information to a live direct or indirect view of a real-world environment. Of late, many claims have been made about the potential of augmented reality software in education. Technically such software may offer many exciting features but little research has been done into the teaching and learning foundations upon which it is built. This is problematic because in a time of budget cuts, on the one hand, and ever increasing examples of such software, on the other, educators do not have available to them an objective framework that they can use to evaluate the potential pedagogical usefulness of such software. Furthermore, technical developers have little guidance as to the pedagogical expectations of educators. By focusing on the area of foreign language teaching this article takes a first step towards addressing this research gap by proposing an evaluative framework that has been constructed with reference to teaching and learning scholarship...
Teacher Educators Perspectives on The Use of Augmented Reality for Foreign Language
2021
The purpose of this research is to share reflections on Augmented Reality (AR) technology as an upgrade tool for foreign language development. Exploring the short but considerable literature research, this post discusses AR technology for the rise in the philosophy of upgrading, upgrading teacher nursery in position, teachers, pupils, customs, infrastructure, and sustainability, using the framework of activities outlines the suitability of the use of upgrading technology in development programs. For analysis, AR technology has essential benefits for language development; however, it is not suitable for all language types. Not only that, but this information also offers solid recommendations for activities that are enhanced with AR in 4 skills as well as language-specific applications. This information has some relevance for instructors, teachers, researchers, and creators of Augmented reality content
International Journal of Advanced Science and Technology, 2020
Augmented Reality is ever-growing technology that hooks the attention of the users which ensures in-depth knowledge and information through interacting with the virtual objects in the real-world environment. In the arena of English language education, wide usage of technology and technological gadgets to provide the learner with the real language experience and make learning more interesting as well as interacting. AR is the newer techno-pedagogy that enable the learner to enhance the different aspects of the target language. The present study focused on the systematic review of reviews of scientific studies which analysed the Augmented Reality technology in contemporary English language learning. The findings of the study are: AR enhances English language learning, increases motivation to learn the language, enhance positive attitude towards the language, feel the learners enjoyable to learn the language (either conscious or subconscious learning) in the AR environment, rich vocabulary can develop through the application of AR. AR also enables the learners to enhance their target language skills. The study also analysed the critical issues while using AR in the classroom as general and specific in language learning like financial constraints, privacy and security policy, deviating the attention from the real concept etc.
Augmented Reality in Language teaching and learning?
2012
In recent years, the use of information and communication technologies (ICT) has become widespread in second language teaching and learning contexts. The language teaching and learning processes encompasses and requires the use of authentic language multimedia and multimodal materials such as text, audio, video and images. The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (abbreviated as CEFR), is widely adopted and accepted as the European standard for teaching and learning foreign languages. It’s implementation promote the linguistic diversity within the European Union and additionally support the use of ICT as networks and digital tools at the service of teaching / learning foreign languages. In this context, the use of new technologies has become a key factor.
Augmented Reality-Based English Language Learning: Importance and State of the Art
Electronics
Augmented reality is increasingly used in the educational domain. However, little is known concerning the actual importance of AR for learning English skills. The weakness of the English language among English as a foreign Language (EFL) students is widespread in different educational institutions. Accordingly, this paper aims at exploring the importance of AR for learning English skills from the perspectives of English language teachers and educators. Mixed qualitative methods were used. To achieve the objective of this study, 12 interviews were conducted with English teachers concerning the topic under investigation. Second, a systematic literature review (SLR) that demonstrates the advantages, the limitation, and the approach of AR for learning English was performed. This study is different from other studies in using two methods and conducting comprehensive research on the importance of AR in improving English language skills in general. Thus, the study concluded that AR improve...
The Application of Augmented Reality (AR) to Language Learning and its Impact on Student Motivation
International Journal of Linguistics Studies, 2022
The recent emergence of digital authoring tools related to Augmented Reality (AR), such as Zooburst, Roar or Aumentaty, has facilitated the integration of this cutting-edge technology in Education. Consequently, different publications have come out to light about the affordances and limitations of integrating technology AR in the EFL/ESL classroom. Thus, this study seeks to analyze and review the recent trends in AR implementation in the English as a Foreign Language Classroom (EFL) and to present the main projects aimed at teaching English with AR-based projects that have been published in the latest years in WOS and Scopus. Following the methodology, the improvement in the performance of the student in different areas of study has been proved while using AR in EFL teaching.
Augmented Reality Digital Technologies (ARDT) for Foreign Language Teaching and Learning
The present study focuses on Augmented Reality and its role in language education. It has often been claimed that emerging technologies have great potential to improve language learning and increase learner performance. While their digital capabilities are almost limitless, to our knowledge, no study has been conducted to measure their effectiveness on actual language learners. In this paper we report and discuss our ongoing work on the design, management, and implementation of Augmented Reality experiences for foreign language instruction. We concentrate on the beginner's level Spanish course for which we have used Aurasma, an augmented reality app for mobile devices [1]. The project has a threefold purpose: 1) to increase second language learners' motivation, 2) to measure statistically the effectiveness of this technology in classroom settings, and 3) to contribute to our knowledge of digital technology and language instruction.
Educational Augmented Reality Technology for Language Learning and Teaching: A Comprehensive Review
Shanlax International Journal of Education, 2021
The purpose of this paper is to present a review of Augmented Reality (AR) technology as an educational tool for foreign language education. Following a short yet comprehensive literature review, the paper reviews educational AR technology in terms of learning theories, learning pedagogies, teachers, students, culture, infrastructure, and sustainability based on the framework developed by Osterweil et al. (2016) for evaluating the appropriateness of educational technology use in global development programs. The review showed that educational AR technology provides many affordances for language learning; however, it is not ready for total integration into language classes. The paper also provides practical suggestions for activities enriched with AR in four language skills and recommended applications. This review offers various implications for teachers, teacher educators, researchers and coursebook developers.
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS, 2019
This research was carried out because of the rapid development of the application of English language learning along with the development of technology. The teachers are presented with so many choices of learning applications that are very easy to obtain. In the near future, language learning technology will continue to develop to utilize cutting-edge technology such as Augmented Reality (AR) and Artificial Intelligence (AI).The purpose of this study is to see how the perceptions and understanding of several lecturers in Indonesia related to the development of AR and AI-based learning technology. Then also to see the extent of their support and readiness in concept and application. In the implementation, researchers used a qualitative approach by observing, determining samples, interviewing, studying documents and drawing conclusions.The expected output in this study is to obtain the standard understanding of the lecturers related to the development of learning technology. Thus, the...