Impacts of augmented reality on foreign language teaching: a case study of Persian language

Mozaffari, Sonia; Hamidi, Hamid-Reza

doi:10.1007/s11042-022-13370-5

Cited by 15 publications

(9 citation statements)

References 23 publications

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“…This study confirms that the "Mandarin AR" app is highly beneficial in enhancing non-native speakers' Mandarin vocabulary development. This is consistent with previous studies which demonstrated that the AR technology has positive impacts on language learning by creating immersive and personalized language learning experiences, boosting students' motivation and increasing learning retention in the mind (Belda-Medina & Marrahi-Gomez 2023; Kazu & Kuvvetli, 2023;Mozaffari & Hamidi 2023;Shadiev & Liang 2023). Several reasons may be accounted for the significant achievement in this study.…”

Section: Discussionsupporting

confidence: 92%

“Mandarin AR” : An Augmented Reality Application for Mandarin Vocabulary Self-Directed Learning

2023

JEP

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The demand of foreign language learning such as Mandarin has increased globally. More efforts have been taken up especially in the tertiary level to further improve learning experience in line with the increasing demand and needs of students in learning. Since technology has been the key element in the journey to deal with language courses, Augmented Reality (AR) is seen as a transformative tool that has shown a promise in self-directed learning of foreign language, particularly in vocabulary acquisition. However, the potential of AR in this context is less explored in Malaysia. Therefore, this study addresses the gap by concentrating on a self-developed "Mandarin AR" application (app), used as a supplementary tool for introductory Mandarin courses. This study focused on the self-developed "Mandarin AR" app as an additional instructional tool for Introductory Mandarin courses. The aim of this study was to explore the feasibility of the "Mandarin AR" app for improving students' vocabulary with visual-verbal-auditory features, and to create a flexible, enjoyable, flipped, and self-regulated learning environment for students. This study used the quantitative method involving 238 students who enrolled in a course namely Introductory Mandarin 1. The data analysed using a descriptive analysis, revealed that the design, content, and presentation of the "Mandarin AR' app were suitable for them to learn Mandarin vocabulary in the self-directed learning environment. It is hoped that the finding of the research could be a guideline for practitioners venturing into the AR integration in language education.

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Section: Discussionsupporting

confidence: 92%

“Mandarin AR” : An Augmented Reality Application for Mandarin Vocabulary Self-Directed Learning

2023

JEP

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“…Moreover, the use of AR tools can also make a difference in the learner's emotions. On the one hand, it can improve students' positive emotions, such as satisfaction, enthusiasm, interaction with the environment and people, motivation, and positive perceptions of augmented reality use, making learning more effective [21,45]. On the other hand, it can also reduce learners' anxiety, increase their creativity, and foster their cooperation [39,47].…”

Section: Resultsmentioning

confidence: 99%

“…AR is a real-time representation using computer-generated images, sounds, or videos that allows users to interact with the real world in an augmented way [10]. As an assistant tool, the application of this technology is very important in language teaching and learning [21] because mobile applications for touch screens can offer children new opportunities for language learning [22]. However, foreign language teaching is difficult and needs effective skills to avoid boredom.…”

Section: Ar In Language Learningmentioning

confidence: 99%

A Bibliometric Analysis of Augmented Reality in Language Learning

Min

2023

Sustainability

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As an emerging technology, augmented reality has been increasingly entering the educational field. Previous studies of AR are strongly associated with scientific education but lack the mention of language learning. This study aimed to analyze the use of AR tools in language learning contexts using the bibliometric tools VOSviewer and CitNetExplorer using both qualitative and quantitative research methods. This study analyzed the top ten authors, sources, countries, and organizations using VOSviewer and established citation networks using CitNetExplorer. The study found that both teachers and students showed a positive attitude toward AR tools in language learning. Games, 3D images, and videos are the main ways to instantiate virtual elements into the real world, and the most widely used tool in AR-assisted learning was HP Reveal. Moreover, the study also found that AR tools could enhance language learning by presenting an immersive learning context, increasing motivation, providing interaction, and reducing anxiety. Future research will contribute to how AR tools influence students’ learning performance and teachers’ teaching activities.

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“…Marker-based tracking, which includes image markers and 2D barcodes, is a reliable and cheap approach for creating AR applications (Santos et al, 2016). Among the ten studies using markerless tracking (25%), six relied on location-based technologies such as GPS for outdoor activities with location-relevant content (Liu et al, 2016;2018;Ho et al, 2017;Perry, 2021;Lee, 2022;Mozaffari and Hamidi, 2023).…”

Section: Type Of Markers [Rq1]mentioning

confidence: 99%

“…Game-based approaches, for example, offer a collaborative and contextual learning experience (Taskiran, 2019). Gamified learning and lessons outside the classroom are strengths of AR, which benefit understanding of taught concepts and allow students to practice the target language in a realistic environment with authentic communication (Mozaffari and Hamidi, 2023).…”

Section: Type Of Markers [Rq1]mentioning

confidence: 99%

Foreign language learning using augmented reality environments: a systematic review

Schorr,

Plecher,

Eichhorn

et al. 2024

Front. Virtual Real.

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Augmented Reality (AR) is an advancing technology that has drawn the attention of educational material designers across various academic fields. However, few studies document the successes and setbacks of AR research in the language education sector. This review delves into educational research that employs AR for language training, examining the existing literature on this topic for development trends, benefits, challenges, and success patterns to derive design principles from them. In doing so, the paper covers 40 studies published between 2016 and 2023. The findings suggest that AR is mainly used for vocabulary acquisition with a clear trend toward applying marker-based technology and mobile devices. The design principles derived indicate that the potential of AR lies primarily in contextual learning, and that the technology alone may not satisfy students’ needs in all aspects of language learning but should be used in combination with traditional teaching methods.

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Impacts of augmented reality on foreign language teaching: a case study of Persian language

Cited by 15 publications

References 23 publications

“Mandarin AR” : An Augmented Reality Application for Mandarin Vocabulary Self-Directed Learning

“Mandarin AR” : An Augmented Reality Application for Mandarin Vocabulary Self-Directed Learning

A Bibliometric Analysis of Augmented Reality in Language Learning

Foreign language learning using augmented reality environments: a systematic review

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