MAVR (Mixed Augmented Virtual Realities): The Future or a Fad? (original) (raw)

Augmented and Mixed Reality in Language Learning

European Journal of Education, 4(2). 28-44. ISSN 2601-8616 (print) ISSN 2601-8624 (online). , 2021

The use of Extended Reality technologies in education, and especially in language learning, has attracted the interest of language experts for the last 15 years. However, the recent technological progress as well as the simultaneous dramatic reduction of the cost of the necessary hardware has led to an impressive growth of the XR market, creating, thus, new perspectives concerning the adoption of XR technologies in education. The educational XR market is also growing very fast, not only thanks to the offer of innovative applications, but also due to technological developments in network technologies. Advances in wireless and cellular networks can make XR experiences more immersive and more accessible to local and remote users. This paper aims to present the current developments in the field of utilization of Augmented (AR) and Mixed Reality (MR) technologies in language education and to explore their future perspectives. Towards this end, AR/MR technologies, the theoretical bases of their use in language education, as well as the available for each technology hardware and software solutions are presented in more detail. Examples of AR/MR technologies in language learning applications, as well as the conclusions drawn from the literature review concerning the benefits and limitations AR/MR applications in language learning will also be presented. Finally, market data and future research directions will be discussed, in order to identify the perspectives of these technologies in language learning.

Augmented and Virtual Reality in the Language Classroom: Practical Ideas

Teaching english with technology, 2018

This article aims to provide teachers with a practical introduction to the capabilities of augmented and virtual reality (AR/VR) in foreign language education. We first provide an overview of recent developments in this field and review some of the affordances of the technologies. This is followed by detailed outlines of a number of activities that teachers can use in any ESL classroom with access to smartphones or AR/VR capable devices. The article concludes with consideration of privacy concerns, and practical issues of classroom implementation.

Virtual and Augmented Reality in English Language Arts Education

The Roman and Littlefield Group, 2021

Teachers have been asked to do virtually everything—plan fantastic educational lessons, manage behavior, use technologies to engage and promote learning, assess and report to stakeholders, build strong relation-ships, advocate for students, keep family secrets, and more. However, as technologies have progressed and become more widely available, and as the COVID-19 pandemic set in, teachers are now being asked to do everything, virtually. This book was born from this shift in paradigms. It is both story and vision, and it is about how English language arts (ELA) teachers are learning to do everything virtually—through virtual and augmented reality technologies. This book is offered as a preliminary guide and resource to the emerging possibilities of VR/AR. The chapters here explore the use of VR/AR in secondary ELA classrooms and provide a roadmap for those who want to understand VR/AR better, as well as see concrete examples of how these technologies have been used in ELA classrooms. The book is divided into three sections: The first section begins with an overview of previous research and offers readers ways to conceptualize the use of VR/AR in ELA teaching. The second section contains examples of practical uses of VR/AR in traditional classrooms through literature teaching, virtual field trips, and the use of VR goggles to promote writing development. The third part of the book focuses on interdisciplinary work in ELA teaching. Topics include geolocation and bomb-making. After all, ELA is a discipline that can accommodate interdisciplinary integration well (Davis, 1999). ISBN 9781793629852 (Cloth : acid-free paper) | ISBN 9781793629869 (eBook)

Language Learning Using AR and VR Technology: A Review

2018

Virtual Reality (VR) and Augmented Reality (AR) is technology used to create an environment that does not actually exist. Such technology nowadays receives much attention and has been widely applied to various industries. However, the applications of VR/AR in education, especially in the language learning fields, are rarely, comprehensively and academically reported and reviewed. In this paper, the authors first review the newest developments of VR/AR technology, list the scattered experiences of using VR and AR seen from different sources, and then propose the possible use of the technology for language learning. Finally, the paper will state the problems in integrating AR/VR with language learning scenarios.

Virtual Reality in the Language Classroom: Theory and Practice

Computer Assisted Language Learning-Electronic Journal (CALL-EJ), 2019

Virtual reality (VR) has turned into a buzzword among educators over the past few years as tools and devices continuously get cheaper and better. Google Expeditions, for instance, is a VR educational tool that allows teachers to take students on virtual field trips without leaving the classroom. The teacher can lead a tour guiding students in the VR environment and monitoring their actions while calling their attention to specific points of interest in a virtual space. There are numerous ways VR apps such as Expeditions could be integrated into EFL/ESL lessons. This write-up begins with a brief introduction to virtual reality, in comparison with augmented reality, and VR devices available in the market. This theoretical section will be followed by instructions on setting up an Expeditions kit and ways to take students on virtual tours built around lessons designed to develop language skills. For those interested in creating their own customized VR tours, Tour Creator, another VR platform also developed by Google, will be introduced. This practice-oriented paper could be useful to teachers interested in energizing their teaching and engaging their students in ways they have never ventured before.

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 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.

IJERT-A Survey: Virtual, Augmented and Mixed Reality in Education

International Journal of Engineering Research and Technology (IJERT), 2020

https://www.ijert.org/a-survey-virtual-augmented-and-mixed-reality-in-education https://www.ijert.org/research/a-survey-virtual-augmented-and-mixed-reality-in-education-IJERTV9IS050652.pdf In the upcoming era of technology Virtual Reality and Augmented Reality are not new eye catching technology but still it has some limitations to put a stop for actual enactment. It is true that the progress of new technologies has made it more beneficial to afford the hardware and software made available AR, VR and MR in the number of domains including education. The nature of technologies provides a number of opportunities. It may help from traditional allocation of separate lessons to take care of pastoral responsibility to learning concepts. These technologies fulfill the needs of learners in the technological century. It reinvents the door of education and makes the education field interactive using appropriate virtual settings. This discussion of this works includes the reinvention of education using AR, VR and MR technologies. Its modified way of education fills the needs of practical lessons.

Virtual Reality and Augmented Reality in Education

International Journal for Research in Applied Science & Engineering Technology (IJRASET), 2023

This paper's objective is to show a framework for the VR and AR-based combined learning materials. VR and AR objects can stay incorporated into other educational material as by establishing effective education programmes, learning events, or other kinds of learning activities, learning objects can indeed be created. This essay reviews the study on both augmented and virtual reality and analyses holistic application techniques for the educational process. The proposed model supports the authors' findings and yields suggestions for its use.