OLLReN Paper on:

TEACHING AND LEARNING

WITH AUGMENTED REALITY

Laureate-Cambridge
Online Language Learning Research Network (OLLReN)

2019 OLLReN Paper on: Teaching and learning with Augmented Reality

TEACHING AND LEARNING
WITH AUGMENTED REALITY
ABSTRACT
Augmented Reality (AR) is a form of virtual
reality which has been defined by many as
any technology which blends real and virtual
information in a meaningful way, and which
can be implemented using a variety of devices,
such as computers, mobile phones and tablets.
As well as being commonly used by the general
public in our day to day lives, AR has many
affordances in the context of education. In the
language classroom, AR is believed to enhance
learning and prolong retention of information
through its mix of audio, video, text and
animation, as well as the realistic simulation of
real-world environments, allowing the user to
engage with the virtual world, supplementing
the real-world surroundings with text or
images. The four key beneficial features of AR
for educational purposes are: the opportunity
for collaborative and situated learning, the
possibility of immersion in a previously
unavailable or unlikely context, the potential
visualisation of the invisible, and the provision of
a bridge between formal and informal learning.
This article will explore the background of AR in
education, with particular focus on the use of AR
in the language classroom.
INTRODUCTION
This article will provide an introduction into
Augmented Reality, and will examine its current
and future potential in language education.
WHAT IS AUGMENTED REALITY?
Augmented Reality is a form of virtual reality
which has three basic features : a combination
of real and virtual worlds, real-time interaction,
and accurate 3D registration of virtual and real
objects (Azuma 1997), but has been defined
by many as any technology which blends real
and virtual information in a meaningful way
(Klopfer 2008). While Augmented Reality is
often associated with futuristic technology,
usually involving headsets and headphones, it
can actually be implemented using a variety of
devices, such as computers and mobile devices
such as smartphones and tablets.
The uses of Augmented Reality are many and
varied – from every-day functions in satellite
2
navigation systems like Google Maps, to
Instagram filters, as well as professional uses such
as flight simulation and 3D medical technology,
AR is now a normal part of life for many. In the
context of education, in particular the language
classroom, AR is believed to enhance learning and
prolong retention of information through its mix
of audio, video, text and animation, as well as the
realistic simulation of real-world environments
(Chang et al 2010).
BACKGROUND IN EDUCATION
Augmented Reality allows the user to engage
with the virtual world, supplementing the real-
world surroundings with text or images. As
well as allowing learners to work with objects
that they may not be able to access physically,
research into AR suggests that it has four key
beneficial features for educational purposes:
the opportunity for collaborative and situated
learning, the possibility of immersion in a
previously unavailable or unlikely context, the
potential visualisation of the invisible, and
the provision of a bridge between formal and
informal learning.
Augmented reality is currently being used
in various educational settings in a variety of
different ways, which can be broadly categorised
into three approaches: the roles approach, the
locations approach, and the task-based approach.
The last of the three approaches, the task-based,
is themost relevant for the Language classroom,
and will be explored in more detail here. This
approach is implemented using techniques such
as game-based learning (Rosenbaum, Klopfer
and Perry 2007), problem-based learning (Liu, Tan
and Chu 2009) and role-playing (Rosenbaum et al
2007).
BENEFITS OF AR TO LEARNERS
The ubiquity of smart mobile devices among
learners allows for previously impossible
collaborative learning, using tools which are
often easily accessible and user-friendly. These
tools often encourage, or require, learners to
engage with the subject outside the classroom
in a practical context. Collaboration through
mobile interaction could enhance learners’ social
2019 OLLReN Paper on: Teaching and learning with Augmented Reality

interactivity. Augmented reality also allows
for the possibility of immersion in contexts
that learners would previously be unable to
experience.
Recent research has indicated that learners
respond positively to the ‘authenticity’ of the
subject matter when engaging with content
through AR, as well as fostering learner
autonomy through the often self-directed
nature of many AR educational tools. AR in
the classroom context has been suggested
to improve learners’ technological literacies
(Squire and Jan 2007), as well as increasing
engagement. AR also appeals to multiple
learning styles through its combination of
audio, visual, textual and 3D content (Yuen 2011),
allowing learners to interact with the target
content in different ways (Wojciechoski & Cellary
2013). Gamification of language learning using
AR technology is also increasing in popularity,
for example in the case of ‘Quest-Based’ mobile
learning, which sees learners following clues
prompted by environmental triggers in order to
prompt use of the target language.
TASK-BASED AR IN LANGUAGE
EDUCATION
AR is believed to have great potential in the field
of language learning; although immersion in the
language community of the target language
is considered to be one of the most effective
ways to improve language proficiency (Yang
2011) not all learners are able to avail of such
opportunities. AR allows for the replication of
the immersion context without leaving the
learners’ L1 environment. Several recent studies
have found that the use of Augmented Reality
in the English Language classroom was a strong
contributing factor in learner motivation, and
correlated with successful learning outcomes
among university students, particularly in the
area of vocabulary learning (Serio et al 2013;
Ibanez et al 2011; Solak & Cakir 2015).
Early studies in using AR in the language
classroom were centred around the teaching of
vocabulary, such as a 2004 study in Japan which
found that using a mobile AR tool to teach body
parts to Japanese schoolchildren resulted in
higher levels of uptake than when traditional,
classroom-based methods were used (Tan
and Lui 2004). Other studies in the teaching of
vocabulary using AR were conducted in Spain
and Portugal (Perez-Lopez & Contero 2013;
Barreira et al 2012) and both reported increases
in motivation, target language uptake and
3
classroom performance than traditional methods
of vocabulary teaching.
As well as vocabulary, AR has also been explored
as a tool for developing literacy (Silva et al
2013); an AR ‘pop-up book’ was developed by
Mahadzir & Phung (2013) as a tool for motivation
and support in English language learning, and
reported that the tool contributed to all-round
improved performance after a year’s usage in the
primary classroom.
AR can now be easily accessed through teachers’
and learners’ mobile device, with technologies
such as QR codes. The use of QR codes in
language learning has gained popularity in
recent years owing to its relative ease of use for
both teachers and learners, as well as the lack
of material preparation required. QR codes,
which learners can easily scan using their mobile
phones, are used both outside the classroom,
in location-dependent situations, and inside
the classroom as part of printed materials. The
incorporation of location-based AR for English
Language learning was tested in a 2010 study,
which incorporated QR codes into a “context-
aware” AR device which used maps to access
“learning zones” in real-time. This study reported
high levels of satisfaction with the tool by
university students, who used it for English
language learning (Lui et al 2010).
HOW CAN WE USE TASK BASED AR IN
THE CLASSROOM?
This section will highlight three examples of easy
to access AR for classroom use.
◆ QR Codes
O’Sullivan (2017) suggests uploading QR codes to
student messenger groups to eliminate the need
for hard copy printing, and expands the use of the
resource into listening tasks as well as lexical or
grammatical tasks. An example of this is a jigsaw
listening activity. The listening file is broken into
sections, each represented by a QR code. Learners
scan the codes to play the files and organise them
into their correct sequence. QR codes can also be
used effectively in vocabulary teaching – codes
containing new or previously learned lexis can be
produced for use in pair or group activities, with
prompts, examples or definitions shown once the
code has been scanned. Lastly, the opportunities
for spoken fluency practise using QR codes
are virtually endless – each code can contain a
conversation prompt, which teachers can use as
2019 OLLReN Paper on: Teaching and learning with Augmented Reality
 4
short warmer or cooler activities, or as a means overwhelmed by the demands of manipulating
of staging longer conversational activities such the technology at the same time as trying to
as oral exam preparation. complete the task (Dunleavy 2009).

◆ Filters and Layers FUTURE POTENTIAL

Most of us are familiar with AR through the As technology develops, and the availability
ubiquity of augmented reality filters, accessed of AR tools on mobile and handheld devices
for free on most mobile devices. Using similar becomes more widespread, the opportunities
technology, learners can take a picture of their for further integration of Augmented Reality
classroom, and add tags and labels to various into the language classroom can only increase.
items for active vocabulary practice. Teachers In the current educational context of students
can develop a virtual treasure hunt using similar who are predominantly Digital Natives, the use of
apps, which the learners can follow from the available technology in the classroom will surely
comfort of their classroom, using their mobile become not only more common, but expected.
devices to follow virtual clues set by the teacher,
which are layered over photographs or videos of
the local environment. These can also be used as
prompts for conversation – as the learners move
their camera over certain items in the room,
or on the map, conversation questions can be
activated.

◆ Virtual Flashcards

Although this does take more advanced

preparation than previously mentioned tasks
and activities, it is now possible for teachers to
create virtual flashcards, with built in AR triggers.
Using similar technology to QR codes, teachers
can use pre-designed templates for a range of
lexical items. When students use their mobile
devices to activate the flashcard a 3D likeness of
the word is generated. Although this technology
is in its early stages the majority of the content is
being generated and shared by teachers, so it is
likely that the volume of resources available will
increase significantly over time.

PROBLEMS AND LIMITATIONS

Despite having great potential for increasing
learner engagement with the task, and fostering
autonomy (Bujak et al 2013), studies have shown
that using AR in the classroom can have the
opposite effect, with low engagement and low
motivation from learners (Kerawalla et al 2006).
This is potentially the result of the lack of teacher
involvement permitted in many AR educational
tools – teachers are unable to contribute to
or adapt the content, and therefore cannot
personalise it to the needs or preferences of their
own learners.

The potential for distraction and decreased

attention on non-technologically enhanced
lessons is greatly increased when Augmented
Reality tasks are introduced into the
classroom, with learners sometimes becoming
2019 OLLReN Paper on: Teaching and learning with Augmented Reality
 5
REFERENCES

Bujak, K., Radu, I., Catrambone, R., MacIntyre, B., Zheng, R. and Golubski, G. (2013). A psychological perspective on augmented
reality in the mathematics classroom. Computers & Education, 68, pp.536-544.

Dong Han, L. (2017). A development plan for a screen English learning system through 3D augmented reality. STEM Journal, 18(3),
pp.99-117.

Dunleavy, M., Dede, C. and Mitchell, R. (2008). Affordances and Limitations of Immersive Participatory Augmented Reality
Simulations for Teaching and Learning. Journal of Science Education and Technology, 18(1), pp.7-22.

Ekrem, S. and Cakir, R. (2015). Exploring the effect of materials designed with augmented reality on language learners’ vocabulary
learning. The Journal of Educators Online-JEO, 13(2), pp.50-72.

Kerawalla, L., Luckin, R., Seljeflot, S. and Woolard, A. (2006). “Making it real”: exploring the potential of augmented reality for
teaching primary school science. Virtual Reality, 10(3-4), pp.163-174.

Liarokapis, F. and Anderson, E. (2010). Using Augmented Reality as a Medium to Assist Teaching in Higher Education.

Liu, T., Tan, T. and Chu, Y. (n.d.). 2D Barcode and Augmented Reality Supported English Learning System. 6th IEEE/ACIS
International Conference on Computer and Information Science Proceedings.

O’Sullivan, J. (2016). QR codes in the Language classroom. [online] prezi.com. Available at: https://prezi.com/rfnyac7lg3ev/conf-qr-
codes-in-the-language-classroom/?utm_campaign=share&utm_medium=copy [Accessed 20 Feb. 2019].

Wu, H., Lee, S., Chang, H. and Liang, J. (2013). Current status, opportunities and challenges of augmented reality in education.
Computers & Education, 62, pp.41-49.

2019 OLLReN Paper on: Teaching and learning with Augmented Reality
 6

Jane Seely
Jane is currently working as a Teaching
Assistant of Linguistics and TESOL in
the University of Limerick, and has been
working in ELT since 2010 as a teacher,
manager, researcher and consultant. Jane
has an M.A in Applied Linguistics from
Mary Immaculate College, and will receive
her PhD in Applied Linguistics in 2019 on
the topic of “Variations in EFL Teacher
Classroom Talk”. Her primary research
interests are Teacher Classroom Discourse,
using Corpora to Enhance Language
Learning, and Teacher Cognition.

COVER PAGE IMAGE

1. Starline / Freepik. (2017). Abstract white background with blue dots
https://www.freepik.com/free-vector/abstract-white-background-with-blue-dots_1055322.htm
2019 OLLReN Paper on: Teaching and learning with Augmented Reality