Augmented Reality for Early Language Learning: A Systematic Review of Augmented Reality Application Design, Instructional Strategies, and Evaluation Outcomes

Abstract

In this article, we present a systematic review of literature on augmented reality (AR) supported for early language learning. We analyzed a total of 53 papers from 2010 to 2019 using qualitative analysis with complementary descriptive quantitative analysis. Our findings revealed three main AR learning activities: word spelling games, word knowledge activities, and location-based word activities. Our findings also uncovered five main design strategies: three-dimensional multimedia content, hands-on interaction with physical learning materials, gamification, spatial mappings, and location-based features. Several combinations of design and instructional strategies tended to be effective: Learning gains were enhanced by using three-dimensional multimedia with advanced organizers (presentation strategy) and/or using location-based content with learners’ self-exploration (discovery strategy); and motivation was enhanced by using game mechanisms with discovery strategy. We suggest that future designers of AR early language applications should move beyond these basic approaches and consider how unique benefits of AR may be applied to support key activities in early language learning while also considering how to support sociotechnical factors such as collaboration between teachers and learners and different learning contexts. We conclude with a discussion of future directions for research in this emerging space.

The Effect of Educational Games on Learning Outcomes, Student Motivation, Engagement and Satisfaction

“…Computer game-assisted teaching could produce significantly better learning outcomes than non-computer game-assisted teaching. Augmented computer games could lead to significantly better learning outcomes than standard games (Fan et al, 2020). Game mechanics characteristics, visual and narrative characteristics, and research quality characteristics could greatly influence learning outcomes, which indicated that the design of games played a key role in learning (Clark et al, 2016).…”

Educational Augmented Reality Technology for Language Learning and Teaching: A Comprehensive Review

“…Students using AR game had a "superior English learning progress" than the control group using traditional methods (Barreira et al, 2012). Interestingly, a study revealed that academically good students did not show a sign of improvement but students with lower academic success showed a greater improvement in ARsupported lessons (Freitas & Campos, 2008). In Freitas & Campos' (2008) study conducted with 2nd grade primary school students, SMART AR system, an educational system employing AR for teaching concepts, had notable impact on the whole class collaboration.…”

“…The learning theory to be embraced depends on the kind of instructional strategy to be used. Upon reviewing the related literature, Fan et al (2020) groups these AR-based instructional strategies into three, namely, "instruction through presentation (i.e., teacher-centered informal instruction), instruction through discovery (i.e., learner-centered comprehensive instruction), and collaborative learning (i.e., learner-centered group studies)".…”

Using Methods and Means of the Augmented Reality Technology When Training Future Teachers of the Digital School

“…Antle, J.L. Warren draw attention to psychological factors and risks of using new digital tools in terms of supporting personality development (Fan et al, 2020). Indeed, along with the undoubted didactic potential, information technologies for teaching, upbringing, and personal development, the impending danger that the digital school teacher should see and understand should be highlighted.…”

“…Antle, J.L. Warren point out: balance and feasibility of using innovative technologies to support cognitive activity when solving practice-oriented tasks, project management, and organization of teamwork are important (Fan et al, 2020).…”