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

Parmaxi, Antigoni; Demetriou, Alan A.

doi:10.1111/jcal.12486

Cited by 134 publications

(118 citation statements)

References 69 publications

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“…Learning technologies experts offer different opinions on their assessment of the potential effects of AR on the pupils. These results reflect those of Parmaxi and Demetriou (2020) they also found that the majority of AR studies are mobile based.…”

Section: Literature Reviewsupporting

confidence: 90%

“…According to these results, it can infer that future AR research with a focus on instructional design and students experience is required (Parmaxi & Demetriou, 2020). Hence, more studies are necessary to confirm whether AR applications can improve the learning effectiveness of abstract conceptual knowledge, increase pupils' motivation and creative thinking skills which are essential to their ability to solve problems in the 21st century.…”

Section: Literature Reviewmentioning

confidence: 97%

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Augmented reality assisted learning achievement, motivation, and creativity for children of low‐grade in primary school

Yousef

2021

Computer Assisted Learning

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There is a large volume of published studies describing the positive role of Augmented Reality (AR) in educational settings. However, there is a paucity of empirical work that explores its role in supporting primary school pupil's motivation and creativity. Moreover, numerous studies have confirmed that pupils have difficulties in learning geometry and thinking geometrically. In this context, this paper explores the possibility of using AR software for low‐grade primary school pupils to enhance their creative thinking and increase their motivation during the informal geometry training course. A research‐based design process is adopted to replicate the primary school pupil's learning in this study, where pupils in the experimental group used mobile application to access AR virtual manipulatives, pupils in the control group used physical manipulatives. The applied AR technology allows pupils to handle 2D and 3D rounded corners and simple closed curves to find the most effective solutions for some learning challenges. Sixty‐two pupils from the first‐grade primary school in Egypt have participated in this study with the aim of investigating: (a) the primary school pupil's achievements and creative thinking in using AR techniques, and (b) the specific strategies that can increase their motivation and engagement. The most obvious finding to emerge from this study is that there was no statistically significant difference between the groups in geometry learning achievement, while statistically significant differences were found between the groups in the motivation and creative thinking skills in favour of the experimental group.

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Section: Literature Reviewsupporting

confidence: 90%

Section: Literature Reviewmentioning

confidence: 97%

Augmented reality assisted learning achievement, motivation, and creativity for children of low‐grade in primary school

Yousef

2021

Computer Assisted Learning

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“…Specifically, Khoshnevisan and Le [14] categorized the benefits of AR in language education into dimensions of learning outcomes and affective outcomes. Parmaxi, and Demetriou [15] analyzed research published between 2014 and 2019 systematically and identified the main benefits of AR in language learning, which included: (1) increase of motivation; (2) improvement of learning outcomes; (3) enhancement of interactions and (4) creation of opportunities for authentic language tasks. These reviews mainly focused on the benefits of AR technologies in language learning, other aspects such us the approaches of using AR in language learning have not been explored yet.…”

Section: Literature Review 21 Reviews Studies On Ar-enhanced Learning and Language Learningmentioning

confidence: 99%

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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“…AR has a relatively recent history of research and application in second language learning. In the relevant literature, recurring themes regarding the potential benefits of AR applications are: a) learning through real-time interaction, b) experiential learning, c) better learner engagement, d) increased motivation, e) effective memorization and better retention of the content (Khoshnevisan & Le 2019;Parmaxi & Demetriou 2020).…”

Section: Ar-based Language Learningmentioning

confidence: 99%

The Dawn of the Human-Machine Era: A forecast of new and emerging language technologies

Sayers¹,

Sousa‐Silva²,

Höhn³

et al. 2021

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New language technologies are coming, thanks to the huge and competing private investment fuelling rapid progress; we can either understand and foresee their effects, or be taken by surprise and spend our time trying to catch up. This report scketches out some transformative new technologies that are likely to fundamentally change our use of language. Some of these may feel unrealistically futuristic or far-fetched, but a central purpose of this report - and the wider LITHME network - is to illustrate that these are mostly just the logical development and maturation of technologies currently in prototype. But will everyone benefit from all these shiny new gadgets? Throughout this report we emphasise a range of groups who will be disadvantaged and issues of inequality. Important issues of security and privacy will accompany new language technologies. A further caution is to re-emphasise the current limitations of AI. Looking ahead, we see many intriguing opportunities and new capabilities, but a range of other uncertainties and inequalities. New devices will enable new ways to talk, to translate, to remember, and to learn. But advances in technology will reproduce existing inequalities among those who cannot afford these devices, among the world’s smaller languages, and especially for sign language. Debates over privacy and security will flare and crackle with every new immersive gadget. We will move together into this curious new world with a mix of excitement and apprehension - reacting, debating, sharing and disagreeing as we always do. Plug in, as the human-machine era dawns.

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

Cited by 134 publications

References 69 publications

Augmented reality assisted learning achievement, motivation, and creativity for children of low‐grade in primary school

Augmented reality assisted learning achievement, motivation, and creativity for children of low‐grade in primary school

A Systematic Review of AR and VR Enhanced Language Learning

The Dawn of the Human-Machine Era: A forecast of new and emerging language technologies

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