Abstract
Technologies have permeated the field of language education in recent decades. Language education has been informed by the technology-enhanced practices. Researchers have exhausted a variety of technologies and technological tools in the field of language education. Augmented reality (AR) is one of the emerging technologies that has been exploited in both education and language education. However, it is reported that educators' lack of knowledge and confidence in employing emerging technologies such as AR are limiting the use of these technologies in language education. To dive into the employed AR-related practices in language education, this chapter will (1) introduce the definition of AR, (2) discuss the underlying theories undergirding AR-integrated language learning, (3) present both the affordances and thorny issues accompanied with AR, and lastly, (4) share pedagogical implications of AR-integrated language learning to inform and usher the practices of language educators.
TopDefinition Of Augmented Reality (Ar)
There are plentiful definitions of AR in the pertinent field, however, the widely cited definition of AR is presented by Azuma (1997) emphasizing that AR is the seamless integration of the virtual objects and the real world. He explains that AR can superimpose a layer of digital information on the physical world around us. Azuma (1997) details three prominent aspects of AR—the combination of real and virtual worlds, real-time interaction, and finally 3D registration of virtual and real objects. He contends that the combination of these three factors makes AR a unique technological tool that can help designers to offer a unique learning experience to language learners. Cabero and Barroso (2016, p. 44) state that AR is “a technology which mixes real elements with other added virtual ones for the purpose of creating a new communicative scenography.”
Di Serio et al. (2013) expound that AR has three prominent properties:
Key Terms in this Chapter
Situated Learning: According to situated learning, authentic context is key in quality education so learners can efficiently engage in the process of learning to undertake complex tasks. Educators then need to embed learners in different social communities to learn new concepts.
ARCS Model: Proposed by Keller (1987), ARCS model helps designers create effective instructional materials. ARCS stand for attention, relevance, confidence, and satisfaction. These factors contribute to motivation when designing a material.
Sociocultural Theory: Sociocultural theory posits that learning occurs when humans are placed in different settings to perform different social activities. According to sociocultural theory, people need to negotiate meanings and interact with peers and tools to learn.
Constructivism: Constructivism posits individuals along with their prior knowledge and sociocultural background play an essential role in learning.
Location-Aware AR: Location-aware AR heavily relies on Global Positioning System (GPS) to accurately detect a user’s location, so the related digital information is provided by different devices such as cell phones.
AR Books: AR books are printed books except that digital material is superimposed onto the pages to create a unique experience of learning in context with authentic material.
Augmented Reality: AR is an emergent technology that enables us to amalgamate computer-generated items and the real world. AR helps us superimpose a layer of computer-generated information on real environments.