Abstract
Recent advances in technology have made it possible to add immersive interactive dimensions to nearly any learning environment. This immersive technology provides students with active control and more authentic experiences; thus, helping them learn more effectively and increase their retention. In this view, these technologies seem to be an ‘ideal’ instrument for language instruction, as they combine visual, auditory, and kinesthetic learning styles. While their digital capabilities are almost limitless, their use in language learning remains limited due to technological and methodological challenges. This chapter provides methodological recommendations for the design and use of augmented and virtual technologies in language classroom settings. At the core of these recommendations is the collaborative research conducted at Indiana University which investigated the impact of mobile immersive technology for foreign language teaching and learning. Based on the findings, this chapter suggests several immersive tools and applications suited for the use in foreign language classroom (Aurasma, ThingLink, and Google Cardboard), which were evaluated by both students and instructors by means of self-assessment, technical feedback, and usage statistics.
With each new era, educators must examine the cultural and technological changes that define the times in order to reflect or incorporate them into teaching practice.
(Atwood Publishing, 2010) (http://atwoodpublishing.com/books/230.htm [accessed 02/12/2016])
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Notes
- 1.
https://www.layar.com [accessed 02/03/2018].
- 2.
https://www.aurasma.com [accessed 02/03/2018].
- 3.
https://buildar.com/about [accessed 02/03/2018].
- 4.
http://www.augment.com/ [accessed 02/03/2018].
- 5.
Aurasma Studio allows for creating and publicly sharing Auras at no cost. However, the access to usage statistics and universal marketing requires a professional subscription.
- 6.
Link to the video sample https://youtu.be/pnhzJ3eJzRQ [accessed 27/02/2018].
- 7.
Aurasma has been recently re-branded as HP-reveal.
- 8.
http://www.qr-code-generator.com/ [accessed 10/01/2016].
- 9.
https://citl.indiana.edu/programs/scholarship-teaching-learning/funded-projects-reports/ [accessed 10/12/2015].
- 10.
The use of 2D is free, however the use of 360 images requires a paid subscription.
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Acknowledgements
This project is supported by Indiana University Scholarship of Teaching and Learning grants 2016–2016 and 2017–2018. We would also like to thank Indiana University Spanish & Portuguese Department, Matthew Barton and Samuel Underwood (IU Media Lab team), Ben Feld (HP Aurasma), Susan Oxnevad (ThingLink), and Todd Theriault for their support. Many thanks also to a team of graduate students from the Spanish & Portuguese department for their help with recording.
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Scrivner, O., Madewell, J., Buckley, C., Perez, N. (2019). Best Practices in the Use of Augmented and Virtual Reality Technologies for SLA: Design, Implementation, and Feedback. In: Carrió-Pastor, M.L. (eds) Teaching Language and Teaching Literature in Virtual Environments. Springer, Singapore. https://doi.org/10.1007/978-981-13-1358-5_4
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