Augmented Reality in Language Learning: Practical Implications for Researchers and Practitioners

  1. Parmaxi, Antigoni 1
  2. Berns, Anke 2
  3. Adinolfi, Lina 3
  4. Gruber, Alice 4
  5. Fominykh, Mikhail 5
  6. Voreopoulou, Angeliki 6
  7. Wild, Fridolin 3
  8. Vassiliou, Paraskevi 1
  9. Christou, Eirini 1
  10. Valero‐Franco, Concepción 2
  11. Aagaard, Tormod 5
  12. Hadjistassou, Stella 7
  1. 1 Cyprus University of Technology, Limassol, Cyprus
  2. 2 Universidad de Cadiz, Cadiz, Spain
  3. 3 The Open University, Milton Keynes, UK
  4. 4 Augsburg Technical University of Applied Sciences, Augsburg, Germany
  5. 5 Norwegian University of Science and Technology, Trondheim, Norway
  6. 6 15th Primary School of Evosmos, Nemeas and Thalias, 56224 Thessaloniki, Greece
  7. 7 University of Cyprus, Nicosia, Cyprus
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Libro:
Learning and Collaboration Technologies.11th International Conference, LCT 2024 Held as Part of the 26th HCI International Conference, HCII 2024 Washington, DC, USA, June 29 – July 4, 2024 Proceedings, Part III

ISSN: 0302-9743,  1611-3349

ISBN: 9783031616907,  9783031616914

Año de publicación: 2024

Páginas: 138-154

Tipo: Capítulo de Libro

DOI: 10.1007/978-3-031-61691-4_10 GOOGLE SCHOLAR lock_openAcceso abierto editor

Resumen

The use of Augmented Reality (AR) holds significant promise for language learning. AR enriches the learning experience by overlaying virtual elements onto the real environment, offering versatile resources for language learning. Various AR technology platforms, including headsets, glasses and mobile devices can be used to enhance language competencies such as listening, speaking, reading, writing, and linguistic components like grammar and vocabulary. The most commonly reported benefits of AR are increased learner motivation, engagement, enjoyment, reduced anxiety, elevated confidence levels and enhanced cultural awareness. In addition, well-designed AR resources may help develop 21st-century skills such as critical thinking, collaboration and creativity. Despite the rapid development of AR technology and the growth of its adoption, a literature gap exists in terms of practical guidelines for designing and implementing AR activities in language learning classrooms. This paper addresses this gap by showcasing AR activities for different languages, proficiency levels, and educational stages while providing practical guidelines for designing and implementing AR activities in language learning classrooms.

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