Augmented Reality (AR) in Language Learning: A Principled Review of 2017-2021

Nermin Punar Özçeli̇k,Gonca Ekşi̇,Meltem Huri Baturay

doi:10.17275/per.22.83.9.4

Nermin Punar Özçeli̇k, Gonca Ekşi̇ + Show 1 more

Open Access

https://doi.org/10.17275/per.22.83.9.4

Copy DOI

Abstract

With the changing and developing technology, numerous new systems that cannot be given up and have a great impact are becoming a part of our lives. Augmented reality (AR) is one of these systems which can be claimed as magic. AR has been gaining considerable interest in the field of education, and language learning since Pokémon Go, the most well-known AR location-based game, was launched. There has been much evidence to support the effectiveness of AR in education. The present study set out to review in detail the current research studies published in SSCI/ESCI/ERIC indexed privileged journals in the field of language education and technology within the last five years, on the topic of augmented reality in language learning. The selection of articles was made on the basis of empirical studies on the use of AR in language education. Surprisingly, only seventeen studies seem to fall into the said category in these selected, SSCI/ESCI/ERIC journals. On the grounds that there emerges a lack of such studies and complying with the nature of the present study, all these articles have been reviewed in detail, in terms of three aspects: (1) research features, such as research focus, design, data collection tools, study, and educational context; (2) the use of AR, such as theory behind AR use, and AR applications used in the studies; (3) results of the studies. The results showed that much emphasis has been on vocabulary learning, the learning effectiveness, attitudes, and motivations of language learners with scant attention given to language skills. There is a current paucity of empirical research focusing specifically on different language skills. Hence, it is desirable to examine the effects of AR on different language skills of language learners.

Highlights

In the era we live in, lots of technological tools and items might be considered magic.One of these magical technologies is the Augmented Reality (AR)
On the basis of this principled review, it was dawned on that there was a serious lack of research studies on the topic of the use of AR in language education which were published in the distinguished, reputable academic journals in the field of foreign and second language education and technology within last five years, as it is a highly new research area in this field
Based on these limited published studies, it might be concluded that AR technology in language education is a highly new research area, more research studies should be carried out in different geographical and educational contexts to be able to see the impacts of AR technology in different aspects and to reach more generalizable results

Summary

Introduction

In the era we live in, lots of technological tools and items might be considered magic One of these magical technologies is the Augmented Reality (AR). As for a dictionary definition, Merriam-Webster Dictionary defines augmented reality as “an enhanced version of reality created by the use of technology to overlay digital information on an image of something being viewed through a device –such as a smartphone camera.”. Based on these two definitions, it might be defined that augmented reality is the process of combining interactive digital 3D elements with the components of physical world

Methods

Results

Conclusion