Augmented reality (AR) may enhance a learner’s experience through the implementation of kinesthetic learning (Radu and MacIntyre, 2012), raising awareness of group dynamics (Wu et al., 2013; Xu et al., 2008), and potentially changes the way learners perceive the world with which they interact (Gonzalez-Lloret & Ortega, 2014). This technology has not yet been fully explored within language learning or teaching, and at times, it is difficult to determine which activities are well suited to an educational environment. For this reason, an exploratory research project was conducted on a series of different AR activities. The researchers explore three questions while initializing AR in the classroom: 1) What are the benefits of using AR technology within a classroom? 2) In comparing, low, medium, and high technologies, which yields higher levels of performance among students? and 3) In comparing, low, medium, and high technologies, what are students' perceptions of the materials? The data suggests that learners found considerable value in AR, but also highlighted a few challenges in its application. This paper will introduce several of the AR activities utilized during the study and examine the successes and challenges in exploiting this technology to its full pedagogical potential.
To cite this article: Frazier, E., Asquith, A., & Worden, D.(2020). Augmented reality as a tool for language learning. 言語教育研究=Studies in Linguistics and LanguageTeaching2019,30(1),1-12. Retrieved from http://id.nii.ac.jp/1092/00001642/
