Understanding Learners’ Use of Augmented Reality in Language Learning: Insights from a Case Study. Yang, S. & Mei, B. Journal of Education for Teaching, 44(4):511–513, August, 2018.
Understanding Learners’ Use of Augmented Reality in Language Learning: Insights from a Case Study [link]Paper  doi  abstract   bibtex   
The case study aimed to provide a deeper understanding of learners’ perception and experience of using augmented reality (AR) for language learning. Seven university students were recruited in this study, and they were provided access to an AR-based stroke-by-stroke animation guide for learning Japanese orthography with their own mobile computing devices. Data were collected through semi-structured interviews and direct observations. Subsequent thematic analysis showed that, overall, learners had positive perception and attitude towards the immersive language learning experience afforded by the AR programme. However, challenges pertinent to technology and user experience were also revealed. The findings accentuate the role of teachers in the implementation process and point out possible directions for more effective uptake of AR in this field.
@article{yang_understanding_2018,
	title = {Understanding {Learners}’ {Use} of {Augmented} {Reality} in {Language} {Learning}: {Insights} from a {Case} {Study}},
	volume = {44},
	issn = {0260-7476},
	shorttitle = {Understanding {Learners}’ {Use} of {Augmented} {Reality} in {Language} {Learning}},
	url = {https://doi.org/10.1080/02607476.2018.1450937},
	doi = {10.1080/02607476.2018.1450937},
	abstract = {The case study aimed to provide a deeper understanding of learners’ perception and experience of using augmented reality (AR) for language learning. Seven university students were recruited in this study, and they were provided access to an AR-based stroke-by-stroke animation guide for learning Japanese orthography with their own mobile computing devices. Data were collected through semi-structured interviews and direct observations. Subsequent thematic analysis showed that, overall, learners had positive perception and attitude towards the immersive language learning experience afforded by the AR programme. However, challenges pertinent to technology and user experience were also revealed. The findings accentuate the role of teachers in the implementation process and point out possible directions for more effective uptake of AR in this field.},
	number = {4},
	urldate = {2018-09-21},
	journal = {Journal of Education for Teaching},
	author = {Yang, Shuxia and Mei, Bing},
	month = aug,
	year = {2018},
	keywords = {Augmented reality, language learning, learner},
	pages = {511--513},
}
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