Supporting English learners with participatory augmented reality simulations

Abstract

Supporting English learners with participatory augmented reality simulations Don Davis Matthew Berland Article information:To cite this document: Don Davis Matthew Berland, (2013),"Supporting English learners with participatory augmented reality simulations", On the Horizon, Vol. 21 Iss 4 pp. 294 -303 Permanent link to this document: http://dx.If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/ authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to evaluate the possible merits and difficulties of utilizing participatory augmented reality simulations (PARS) with English learners (ELs) in K-12 science classrooms.Design/methodology/approach -The authors analyzed literature of PARS, sheltered English instruction (SEI), and other literature relevant to science instruction for ELs. Though the authors relied primarily on empirical research related to PARS and ELs, other papers were included to increase thoroughness.Findings -The authors identified elements of PARS that address requirements for effective instruction of ELs including the modality, engagement, collaboration, language use, and identity forming aspects. The findings indicate that future research into the use of PARS in science instruction may benefit ELs.Research limitations/implications -The literature synthesis was conducted to address a gap in the literature. Additional research specifically examining the impact of PARS on ELs is necessary.Originality/value -Despite increased focus of PARS and instruction for ELs within educational literature, there has been little examination of the relationship between the two elements. Therefore, this paper highlights parallels in PARS research with documented best practices for sheltered English instruction (SEI). No other paper was found that explicitly evaluates PARS for science instruction with ELs.

The Promising Roles of Augmented Reality in Educational Setting: A Review of the Literature

“…This review also discovered that the number of literature review was still scarce. There are only 3 reviews (16.67%) that were published in the databases -one published in ScienceDirect (Akcayir & Akcayir, 2017); another one published in Emerald (Davis & Berland, 2013); and the other published in ProQuest (Zhu et al (2014). This fact is congruent with Zhu et al 2014showing that the majority of the researchers still focused on doing research and development of AR and reporting the newly development of AR.…”