The construction of a theory‐based augmented reality‐featured context‐aware ubiquitous learning facilitation framework for oral communication development

Abstract

AbstractBackgroundGiven the advancement of mobile and sensing technology, the incorporation of augmented reality (AR) in context‐aware ubiquitous learning (CAUL) has offered significant benefits to oral communication development in foreign language learning. Although a great number of studies have been dedicated in this field, only a little research was conducted to formulate a facilitation framework aligning with established learning theories or pedagogies.ObjectivesThis review thereby examined the facilitation tenets conducive to the best practice of AR‐based CAUL projects for oral communication enhancement and further established a AR‐guided CAUL framework.MethodsThe researchers systematically reviewed 17 related empirical AR studies from Web of Science from 2000 to 2021 and synthesized the results with focused second language acquisition theories.Results and ConclusionsThree practical tenets were identified, including facilitating learner‐centred pedagogies with personal and contextual learning supports, incorporating constructivist learning design, and encouraging collaborative learning and higher‐order cognitive skills. Furthermore, in accordance with the synthesized results, a facilitation framework combining situated learning, learning‐by‐doing, and social constructivist design was developed to engage students in a learning, applying, and reflecting process in formal and informal learning contexts.Major TakeawaysFor the best practice of oral communication through AR, this review study offers practical facilitation tenets and theoretical framework which are in alignment with research‐proven theories. It is expected that the framework could provide frontline educational practitioners with guidance to foster students' learning outcomes and interactions.