Application Use of Augmented Reality in the Educational Process

Töröková, Monika; Dupláková, Darina; Török, J; Duplák, Ján

doi:10.18421/sar41-03

Cited by 2 publications

(2 citation statements)

References 5 publications

(4 reference statements)

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“…According to recent research [5][6][7][8][9][10][11], mobile learning can be both intrinsically and extrinsically motivating and promote cooperation and collaborative work. Our Generation Z students are constantly connected via social media and carry mobile devices wherever they go.…”

Section: Introductionmentioning

confidence: 99%

An Exploratory Study of Mobile-Based Scenarios for Foreign Language Teaching in Early Childhood

Konstantakis

Lykiardopoulou

et al. 2022

Education Sciences

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In today’s world, the ability to communicate in a foreign language is more highly prized than ever by prospective employers, which results in more options and possibilities for students, both academically and professionally. As a result of this tendency and the need for new communication methods, language instructors are driven to include cutting-edge language teaching approaches, resources, and materials in their classroom instruction, such as using ICT, or information, communication and ubiquitous technologies. In this paper, we introduce learning scenarios based on two mobile learning apps that facilitate language learning through interesting, interactive settings in a more personalized way based on children’s age. The writers’ emphasis will be on demonstrating interactive activities devised in their classrooms and on providing examples of student work in two languages, English and Spanish. Through this paper, we examine a range of educational tools and determine that Mondly Kids and Language Drops-Kahoot are the best acceptable teaching materials. On the basis of this assumption, we created three distinct groups of students, and the outcomes from the assessment technique show that mobile language learning enhances children’s experiences and increases their willingness to learn a new language. Additionally, students can use mobile applications to improve their speaking abilities and critical thinking skills throughout a language learning session.

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Section: Introductionmentioning

confidence: 99%

An Exploratory Study of Mobile-Based Scenarios for Foreign Language Teaching in Early Childhood

Konstantakis

Lykiardopoulou

et al. 2022

Education Sciences

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“…The degree of involvement of elementary school students in activities also seems to vary as regards their motivation [43], with AR-supported materials having a positive impact on students' understanding, success, and motivation while acquiring English vocabulary [44,45]. Research [46] also shows that mobile learning and AR applications can be both intrinsically and extrinsically motivating and promote cooperation and collaborative work. Last but not least, Parmaxi et al [47] attempted a research review, focusing on AR-based projects in an English as a foreign language-learning classroom, underlining the importance of AR in an FL curriculum.…”

Section: Literature Reviewmentioning

confidence: 99%

The Effects of Augmented Reality on Very Young Learners’ Motivation and Learning of the Alphabet and Vocabulary

Korosidou

2024

Digital

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This study aspires to contribute some initial results to the growing area of research regarding technology potential in the field of early foreign language literacy. An experiment was conducted to examine very young learners’ alphabet and vocabulary learning and retention in an early foreign language (FL) learning context when implementing augmented reality (AR) applications, while very young learners’ motivation was also assessed. A pilot intervention was implemented in a state school in northern Greece. The participants (n = 26) were primary school first-graders (5.5–6 years old) and were assigned into two groups, experimental (13) and control (13). To examine the effects of the intervention, this current study employed two instruments: (a) a pre-test–post-test model to assess young learners’ alphabet and vocabulary learning during three phases and (b) a questionnaire to assess their motivation during the learning process. The findings of this study reveal that both groups displayed significant improvements in FL alphabet and vocabulary learning; however, there are statistical differences in favor of the experimental group regarding long-term alphabet and vocabulary learning and retention. Furthermore, qualitative results regarding children’s perceptions of the technology used indicate that AR was highly appealing and motivating to participating students.

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Application Use of Augmented Reality in the Educational Process

Cited by 2 publications

References 5 publications

An Exploratory Study of Mobile-Based Scenarios for Foreign Language Teaching in Early Childhood

An Exploratory Study of Mobile-Based Scenarios for Foreign Language Teaching in Early Childhood

The Effects of Augmented Reality on Very Young Learners’ Motivation and Learning of the Alphabet and Vocabulary

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