Augmented reality enhanced cognitive engagement: designing classroom-based collaborative learning activities for young language learners

Wen, Yun

doi:10.1007/s11423-020-09893-z

Cited by 80 publications

(47 citation statements)

References 31 publications

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“…10 studies examined AR and VR for writing, e.g., [29][30][31], and another 10 discussed AR and VR enhanced cultural learning, e.g., [32][33][34]. In addition, AR and VR tools were used to promote development of language skills and knowledge such as reading, e.g., [35,36], listening, e.g., [37,38], integral language learning, e.g., [39,40], Chinese character, e.g., [41,42]; grammar learning e.g., [43,44] and English alphabet [45,46].…”

Section: The Data Coding and Analysis Processesmentioning

confidence: 99%

“…Teachers used this application to convert the images into 3D, which enabled students to visualize the learning content. Some researchers developed their own learning content with the help of Unity [24,42,46,[52][53][54][55] and Vuforia [24,52,53,56], it led to these two technical tools were frequently used in language research. Unity was a game engine and Vuforia was a software for users to create AR applications.…”

Section: Technical Tools For Ar/vr-ellmentioning

confidence: 99%

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A Systematic Review of AR and VR Enhanced Language Learning

et al. 2021

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This paper provided a systematic review of previous Augmented Reality (AR) and Virtual Reality (VR) studies on language learning. A total of 88 articles were selected and analyzed from five perspectives: their ways of integrating AR or VR tools in language learning; main users of AR and VR technologies; major research findings; why AR and VR tools are effective in promoting language learning; and the implications. It was found that (1) immersing learners into virtual worlds is the main approach to language learning in AR and VR studies; (2) university students were the main users of AR/VR technologies; (3) the major research findings concerning the benefits of AR and VR included improvement of students’ learning outcomes, enhancement of motivation, and positive perceptions towards using AR and VR; (4) AR and VR tools promoted language learning through providing immersive learning experience, enhancing motivation, creating interaction, and reducing learning anxiety; and (5) implications identified from previous research include the need of providing training for teachers, enlarging sample sizes, and exploring learner factors such as learner engagement and satisfaction.

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Section: The Data Coding and Analysis Processesmentioning

confidence: 99%

Section: Technical Tools For Ar/vr-ellmentioning

confidence: 99%

A Systematic Review of AR and VR Enhanced Language Learning

et al. 2021

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“…They could tell whichever story they wished, present any place, and add any types of multimedia. We believe that the degree of freedom afforded by projects fostered their creativity, and perhaps as Wen (2020) found, the students were motivated to explore the full extent of what was possible knowing their work would be shared with peers.…”

Section: Discussionmentioning

confidence: 92%

“…Some participants might have sought help from their classmates. Wen (2020) found that learning new technology promotes this type of cooperation as students rely on each other for assistance. If cooperative elements had been designed into projects, such as group work projects, more participants might have experienced increased collaboration as other studies such as Reinders and Bonner (2018) and Lin et al (2017) have shown.…”

Section: Discussionmentioning

confidence: 99%

CALL and professionalisation: short papers from EUROCALL 2021

2021

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The 2021 EUROCALL conference engaged just under 250 speakers from 40 different countries. Cnam Paris and Sorbonne Université joined forces to host and organise the event despite the challenging context due to the Covid-19 pandemic. Originally programmed to be held on site in the heart of Paris, France, the EUROCALL organising team and executive committee agreed to opt for a blended and then for a fully online conference. The theme of the 2021 EUROCALL conference was “CALL & Professionalisation”. This volume, a selection of 54 short papers by some of the EUROCALL 2021 presenters, offers a combination of research studies as well as practical examples fairly representative of the theme of the conference.

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“…VR learning environment can be used as a scaffolding tool to support learning [24]. Equally, considering that AR enhances collaborative learning [101][102][103], a combination of both technologies with traditional board games can benefit students' learning. Both research questions were answered by therapists during structured interviews.…”

Section: Resultsmentioning

confidence: 99%

Waking Up In the Morning (WUIM): A Smart Learning Environment for Students with Learning Difficulties

et al. 2021

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Effectiveness, efficiency, scalability, autonomy, engagement, flexibility, adaptiveness, personalization, conversationality, reflectiveness, innovation, and self-organization are some of the fundamental features of smart environments. Smart environments are considered a good learning practice for formal and informal education; however, it is important to point out the pedagogical approaches on which they are based. Smart learning environments (SLEs) underline the flexibility of eclectic pedagogy that places students at the center of any educational process and takes into account the diversity in classrooms. Thus, SLEs incorporate pedagogical principles derived from (1) traditional learning theories, e.g., behaviorism and constructivism, (2) contemporary pedagogical philosophy, e.g., differentiated teaching and universal design for learning, (3) theories that provide specific instructions for educational design, e.g., cognitive theory of multimedia learning and gamification of learning. The innovative concept of transmedia learning is an eclectic pedagogical approach, which in addition to learning principles, blends all available media so far. WUIM is a transmedia program for training independent living skills aimed primarily at children with learning disabilities, which emerged from the composition of pedagogical theories, traditional educational materials and cutting-edge technologies such as augmented and virtual reality, and art-based production methodologies. This paper outlines the development of WUIM, from the prototyping presented at the 4th International Conference in Creative Writing (2019) to the Alpha and Beta stages, including user and expert evaluations.

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Augmented reality enhanced cognitive engagement: designing classroom-based collaborative learning activities for young language learners

Cited by 80 publications

References 31 publications

A Systematic Review of AR and VR Enhanced Language Learning

A Systematic Review of AR and VR Enhanced Language Learning

CALL and professionalisation: short papers from EUROCALL 2021

Waking Up In the Morning (WUIM): A Smart Learning Environment for Students with Learning Difficulties

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