This systematic review study synthesizes research findings pertaining to the use of augmented reality (AR) in language learning. Published research from 2014 to 2019 has been explored and specific ...inclusion and exclusion criteria have been applied resulting in 54 relevant publications. Our findings determined: (a) devices and software employed for mastering AR; languages and contexts in which AR had been applied; theoretical perspectives adopted for guiding the use of AR; the number of participants in AR activities and benefits from using AR as an educational tool in the language classroom; (b) alignment of the affordances of Augmented Reality with the KSAVE (Knowledge, Skills, Attitudes, Values, Ethics) 21st‐century skills framework; (c) future directions in AR research and practice. The main findings from this review demonstrate the popularity of mobile‐based AR for supporting vocabulary (23.9%), reading (12.7%), speaking (9.9%) writing (8.5%) or generic language skills (9.9%). Our findings also uncovered areas that merit future attention in the application of AR in language learning – for instance learning theories were not often considered in the implementation of AR. The study concludes with suggestions for future research especially in the areas of instructional design and user experience.
Lay Description
What is currently known about the subject matter
Augmented reality (AR) has become an attractive trend in language learning.
A number of reviews on AR in education have been conducted.
The state of current research on AR in language learning lacks a comprehensive review.
What their paper adds to this
The paper presents a systematic review of relevant academic literature on AR in the field of language learning.
The paper provides empirical evidence on the benefits of AR in language learning based on selected literature.
The findings revealed that the majority of AR studies are mobile‐based.
The main findings from this review demonstrate the popularity of mobile‐based AR for supporting vocabulary, reading, speaking writing or generic language skills.
Future research in AR is needed with focus on instructional design and user experience.
Implications of study findings for practitioners
The systematic review adds to the body of knowledge a firm review of recent research findings in the field.
Given the increased potential of AR, future research needs to focus on the development of under‐studied skills and competencies.
AR is an optimal means to implement communicative language learning, through continuous dialogue about augmented information.
The increasing popularity of Virtual Reality (VR) has provoked scholars' and educators' interest to explore its potential as a learning environment for various fields of education. Along this line, ...several literature reviews have analysed and synthesised the educational use of VR; however, scholar activity is lacking a recent review of VR on a specific field of interest such as language learning. Thus this paper delineates the contour of scholarly literature on VR as an emerging technology in language teaching and learning. Using 17 high-impact journals and conferences in the fields of Computer-Assisted Language Learning and Educational Technology as a source, 26 scholarly manuscripts were retrieved from 2015 to 2018, analysed and synthesised under the following foci: (a) technologies used, language learning settings and duration of educational activities; (b) benefits and limitations from using VR as an educational tool in the language classroom; (c) future research directions regarding the educational use of VR based on the reviewed literature. This paper argues that VR is an invaluable tool in the language classrooms but entails challenges regarding its technical configuration, as well as its pedagogical grounding. The study concludes with some discussion and implications for researchers and practitioners.
The aim of this study is to present the findings of a qualitative study aiming at capturing key stakeholders’ perceptions with regard to: (a) gender equality in academia and the workplace; (b) ...challenges, needs, and experiences in academia and workplace with regard to gender. This research captures the current situation of gender equality in the fields of Science, Technology, Engineering and Mathematics (STEM) and provides a deep understanding of the needs, challenges and experiences both men and women encounter in academia vis-a-vis the industry. Forty-one interviews were conducted in Cyprus, Greece, Italy, Slovenia, and Spain. Data collected demonstrate a variety of challenges faced by all genders in the workplace and in academia, as well as the need for more concrete actions that will allow for a gender-balanced perspective to be heard in the STEM fields. Implications for practitioners, policymakers and researchers are also provided.
This systematic literature review aims to collect and uncover the various types of tools and materials available—digital and traditional—for tackling gender equality in the fields of Science, ...Technology, Engineering and Mathematics (STEM). Considering the various facets of gender-equality, this review provides an overview of different tools and materials used in the wider academic and industrial community for supporting or empowering women to enrol or remain active in STEM fields. Published manuscripts between 2001 and 2021 were searched electronically with an eye to retrieve the relevant published literature on the topic. Traditional and digital gender-sensitive tools and materials were identified, classified and described together with their benefits and drawbacks. This review demonstrates the variety of gender-sensitive materials and tools employed in higher education institutions to empower women to enrol and remain active in the field of STEM. Industrial and instructional design recommendations were drawn from the review as well as implications for professionals and researchers.
Technology enhanced learning (TEL) research connects Learning Sciences, Educational Psychology, and Computer Science, in order to investigate interventions based on digital technologies in education ...and training settings. In this paper, we argue that doctoral training activity for TEL needs to be situated at the intersection of disciplines in order to facilitate innovation. For this, we first review the state of disciplinarity in TEL, reviewing existing meta-studies of the field. Then, we survey 35 doctoral education programs in Europe in which doctoral students working on TEL topics are enrolled. Findings indicate that most doctoral schools are associated with a single discipline and offer methodological rather than content-specific modules. TEL-specific content is provided only in exceptional cases, creating a potentially isolating gap between master-level education and scientific conferences. On this background, we argue that cross-institutional doctoral training is important to progress TEL as a field. In this article, we study and share the approach of an international doctoral summer school organized by the European society EA-TEL over the past 15 years. The summer school provides foundational methodological knowledge from multiple disciplines, content-specific topical knowledge in TEL, access to cutting edge scientific discourse, and discussion of horizontal issues to doctoral students. We further provide an analysis of shifting program topics over time. Our analysis of both, institutional as well as cross-institutional doctoral training in TEL, constitutes this paper’s core contribution in that it highlights that further integration of perspectives and knowledge is to be done in TEL; together with codification and explication of knowledge in the intersection of disciplines.
Abstract
Systematic literature mapping can help researchers identify gaps in the research and provide a comprehensive overview of the available evidence. Despite the importance and benefits of ...conducting systematic scoping and mapping reviews, many researchers may not be familiar with the methods and best practices for conducting these types of reviews. This paper aims to address this gap by providing a step-by-step guide to conducting a systematic scoping or mapping review, drawing on examples from different fields. This study adopts a systematic literature review approach aiming to identify and present the steps of conducting scoping and mapping literature reviews and serves as a guide on conducting scoping or mapping systematic literature reviews. A number of 90 studies were included in this study. The findings describe the steps to follow when conducting scoping and mapping reviews and suggest the integration of the card sorting method as part of the process. The proposed steps for undertaking scoping and mapping reviews presented in this manuscript, highlight the importance of following a rigorous approach for conducting scoping or mapping reviews.
This paper describes aspirations and contributions that grew out of a developmental cycle of design-based research (DBR) implementation conducted over a three-year project. DBR engineers new learning ...environments and improves learning in context whilst communicating usable knowledge for learning and teaching in complex settings. This project employed constructionism as an overarching framework, a theory of learning, teaching, and design, which supports that learning occurs more effectively when learners understand the world around them by creating meaningful artifacts that can be probed and shared. In an attempt to infuse elements of constructionism in the use of social technologies, groups of learners were assigned to construct an artifact within social technologies. The main data collection tools employed were students' and instructor's reflections, a questionnaire, semi-structured interviews and observation of groups' activity within social technologies. Such an inquiry revealed both strengths and challenges with regard to implementing DBR and reporting how designs function in real-life settings. This paper brings forward considerations related to reporting intentionally designed interventions, potentials and limitations of DBR and implications for future DBR implementations.
This study explores the research development pertaining to the use of Web 2.0 technologies in the field of Computer-Assisted Language Learning (CALL). Published research manuscripts related to the ...use of Web 2.0 tools in CALL have been explored, and the following research foci have been determined: (1) Web 2.0 tools that dominate second/foreign language classroom; (2) learning/Second Language Acquisition theories that guide their use; (3) skills that Web 2.0 technologies support; (4) reported advantages and challenges in harnessing Web 2.0 tools; and (5) task design considerations. Findings of this study delineate how Web 2.0 tools are utilized in CALL and capitalize Web 2.0 features employed for different types of pedagogical activities. This paper argues that social technologies are valuable tools in the language classrooms but entail challenges regarding their theoretical and pedagogical alignment. The study concludes with some discussion and implications for instructional designers and practitioners.
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