Reconceptualization of the context in language learning with a location-based AR app

Lee, Sangmin-Michelle; Park, Moonyoung

doi:10.1080/09588221.2019.1602545

Cited by 61 publications

(60 citation statements)

References 45 publications

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“…The total number of studies exceeds the number of the AR dataset as some of the manuscripts have explored more than one skill. The Tasking students to create location-based projects (e.g., Lee & Park, 2019) serves in helping students incorporate AR objects in their narrative in a more creative way (Godwin-Jones, 2016).…”

Section: Results For Research Questionmentioning

confidence: 99%

“…Through the use of markers or QR codes, discovery‐based learning (7.5%) is enhanced and students and instructors are able to augment the physical surroundings and create smart areas anywhere in the classroom, in the school or in the community. Tasking students to create location‐based projects (e.g., Lee & Park, 2019) serves in helping students incorporate AR objects in their narrative in a more creative way (Godwin‐Jones, 2016).…”

Section: Resultsmentioning

confidence: 99%

“…Such tools are expected to place students in the centre of the learning process, allowing them to become real‐life researchers and communicators. Moreover, instructors and instructional designers can meaningfully involve students in co‐authoring or co‐creating AR content with their own devices (Lee & Park, 2019; Yang & Mei, 2018), inviting students to create their own contexts with different learning objectives (Palaigeorgiou et al, 2018). Consider guided and collaborative interaction in AR activities : Successful AR activities are expected to trigger real‐life communication between stakeholders (see Cheng & Tsai, 2016).…”

Section: Resultsmentioning

confidence: 99%

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Augmented reality in language learning: A state‐of‐the‐art review of 2014–2019

Parmaxi

Demetriou

2020

Computer Assisted Learning

120

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This systematic review study synthesizes research findings pertaining to the use of augmented reality (AR) in language learning. Published research from 2014 to 2019 has been explored and specific inclusion and exclusion criteria have been applied resulting in 54 relevant publications. Our findings determined: (a) devices and software employed for mastering AR; languages and contexts in which AR had been applied; theoretical perspectives adopted for guiding the use of AR; the number of participants in AR activities and benefits from using AR as an educational tool in the language classroom; (b) alignment of the affordances of Augmented Reality with the KSAVE (Knowledge, Skills, Attitudes, Values, Ethics) 21st-century skills framework; (c) future directions in AR research and practice. The main findings from this review demonstrate the popularity of mobile-based AR for supporting vocabulary (23.9%), reading (12.7%), speaking (9.9%) writing (8.5%) or generic language skills (9.9%). Our findings also uncovered areas that merit future attention in the application of AR in language learningfor instance learning theories were not often considered in the implementation of AR. The study concludes with suggestions for future research especially in the areas of instructional design and user experience.

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Section: Results For Research Questionmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Augmented reality in language learning: A state‐of‐the‐art review of 2014–2019

Parmaxi

Demetriou

2020

Computer Assisted Learning

120

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“…Limited systematic work has addressed the management of FLA by curbing it to a degree at which it may be permeable to FL learning in foreign language contexts. More restricted research has investigated FLA in the Middle East, particularly in speaking, where the majority of communication takes place in FL classrooms with limited access and exposure to spontaneous TL (Attia, 2015; Lee & Park, 2019). The current study aims to explore the role of AI in speaking practice in FLA management and FL speaking ability in an EFL classroom.…”

Section: Introductionmentioning

confidence: 99%

Effects of artificial intelligence on English speaking anxiety and speaking performance: A case study

Shazly

2021

Expert Systems

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Foreign language anxiety (FLA) has been a perennial concern in language learning, as foreign language (FL) learners often communicate feelings of anxiety, stress, or nervousness. This study explored the role of artificial intelligence (AI) applications in speaking practice for FLA management of 48 undergraduate participants in an EFL class in Egypt. An eight‐week, quasi‐experimental pretest–posttest design examined learner anxiety levels using a 33‐item FLA questionnaire. Their oral proficiency was assessed via roleplaying using an interaction‐enhanced public version of the IELTS speaking evaluation rubric. The results confirmed that FL learners experienced FLA pre‐ and post‐intervention. The identified anxiety levels played a facilitative role in FL learning with several ensuing gains. The use of conversationally enhanced AI chatbots in interactive activities slightly intensified learners' FLA, thus meriting further investigation of these objectives. Overall, subject to further development, AI chatbots are promising for significantly improving linguistic output gains; however, this study found that learners' speech‐related anxieties were not reduced following the interactions with the chatbots. It is concluded that FLA plays an underexplored facilitative role in sharpening learner cognitive faculties and linguistic capacities. Moreover, AI chatbots may be beneficial in advancing FL learning with significant potential in EFL contexts, facilitating improved interaction and oral communication. These findings support the integration of AI technologies as effective tools in FL education, providing flexible, interactive, and learner‐centred learning. This study is expected to be of considerable interest to FL educators and learners.

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“…Thus, the potential of AR has drawn the attention of educational researchers and practitioners. Empirical studies have examined the pedagogical potential and effectiveness of AR in teaching a variety of subjects, such as science, mathematics, environment, and language ( Radu, 2014 ; Jain et al, 2017 ; Lee and Park, 2019 ). Recent findings indicate that AR-assisted teaching and learning activities provide a face-to-face collaborative learning environment that effectively enhances learners’ social interactivity and fosters a strong sense of team spirit ( Lin et al, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

Chinese Pre-service Music Teachers’ Perceptions of Augmented Reality-Assisted Musical Instrument Learning

Mei

Yang

2021

Front. Psychol.

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Given the rapid growth of music technology, this study reports Chinese pre-service music teachers’ perceptions of musical instrument learning assisted by augmented reality (AR). In this study, we conducted a small-scale case study with six pre-service teachers enrolled in a music teacher training programme at a comprehensive university in China. Participants engaged in semi-structured, face-to-face interviews after hands-on experiences with an AR-based piano learning app. Thematic analysis revealed that the participants were generally aware of the potential of this instructional approach but doubted its efficacy and exhibited weak intention to adopt it in their future classrooms. Implications of the findings for music teacher training are discussed.

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Reconceptualization of the context in language learning with a location-based AR app

Cited by 61 publications

References 45 publications

Augmented reality in language learning: A state‐of‐the‐art review of 2014–2019

Augmented reality in language learning: A state‐of‐the‐art review of 2014–2019

Effects of artificial intelligence on English speaking anxiety and speaking performance: A case study

Chinese Pre-service Music Teachers’ Perceptions of Augmented Reality-Assisted Musical Instrument Learning

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