A Systematic Review of AR and VR Enhanced Language Learning

Xinyi Huang,Di Zou,Gary Cheng,Haoran Xie

doi:10.3390/su13094639

Xinyi Huang, Di Zou + Show 2 more

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https://doi.org/10.3390/su13094639

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Abstract

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.

Highlights

As emerging technologies, Augmented Reality (AR) and Virtual Reality (VR) have been widely applied in the education of various disciplines
This paper provided a systematic review of the present studies about AR and VR
The analysis was conducted according to the approaches of integrating AR and VR in language learning, the main users of AR and VR technologies, research findings, ways of AR and VR in improving language proficiency and research implications of previous research

Summary

Introduction

As emerging technologies, Augmented Reality (AR) and Virtual Reality (VR) have been widely applied in the education of various disciplines. AR refers to a three-dimensional (3D) technology that presents digital information in the real world [1]. It could enhance users’ visualization of the real-world with virtual objects through graphic computing and object recognition technologies [2]. AR is of great potential in the field of language education as it has features such as contextual visualization (i.e., presenting virtual information in rich contexts) and learning interactivity (i.e., embodying interactions with virtual content) [4]. VR is a 3D virtual world through which users are provided with visual simulations and feel they are immersed in an environment without limitations of time and space [5]. Shadiev and Yang [7] identified some benefits of VR in language learning which included visual support, enhanced learning interests and authentic learning opportunities

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