A Foreign Language Learning Application using Mobile Augmented Reality

Abstract

1 IntroductionNowadays, the institutes already use in the process of the advantages of mobile technology, such as portability (the students have easy access at any time to information), the use of digital assets (audio and video files) and huge amount of textual information. This study proposes a new system approach for improving the process by Mobile Augmented Reality. The features of this technology stimulate the environment and consider that the student's motivation is the most important factor in learning.The existing literature [1] highlights two different approaches for augmented reality (AR). Firstly, the authors consider that AR is a system which has the following characteristics: Combines real and virtual; Interactive in real time; Registered in 3-D. Secondly [1] considers Augmented Reality part of Virtual Continuum. This context is composed of two elements: Real Environment - which contains all representations from real life and Virtual Environment - which combines different elements from virtual life. ARs are considered closer to reality than virtual environment because this type of systems are supposed to extend the real objects with virtual elements.According to [2] Augmented Reality is a technology that extends the real world elements with 2D or 3D computer generated objects and lets the users interact with them. Also, the authors present three types of devices which can be used to view the result of AR technology: a Head Mounted Display (HMD), a mobile device - with at least one back camera and a desktop or a laptop computer.Similarly, [2] considers mobile technology as an alternative teaching resource because the users have easy access in real time to information. Also, mobile devices in the process two main problems of traditional are solved: the location and time. Likewise, [1] considers that mobile is a type of eLearning without restrictions of time and space and this technology improves the quality of classical environments, but does not replace them.Other researches, such as [3] and [4] highlight the benefits of a Mobile Augmented Reality system based on tracking objects. In [3] is proposed a mobile augmented reality system based on visual recognition. According to the authors the visual recognition consists into tracking objects identified in real world with the camera of the mobile device and augmenting the scene with virtual objects created by MAR technology. Similarly, [4] presents a Mobile Augmented Reality system bases on 3D registration technology. According to the authors the 3D registration represents the tracking of the position and pose of the mobile device in the real time and real life and finally use these information to insert in the real world the virtual scene created by MAR. The 3D registration technology is based on two type of approaches: markers and natural features. Recently, the 3D registration for MAR uses GPS and sensors from mobile devices to provide different information about position and pose of the camera and combine them with computer vision to improve the speed and accuracy of the system.Other studies, such as [5] propose a makerbased Mobile Augmented Reality solution. The application is used by a Vocational Educational and Training (VET) program for supporting the maintenance process of a car. The authors define VET as education programs that are designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation, trade or class of occupations or trades(p. 49-50). Moreover, in [5] is presented an AR application used by VET students for basic mathematics skills, which is based on videogames.More studies, such as [6] present a Mobile Augmented Reality solution for French language which is based on gamification didactic method. The author, Bernadette Perry, describes gamification as using gamebased mechanics, aesthetics and game thinking to engage people, motivate action, and promote learning (p. …