This paper provided a systematic review of previous Augmented Reality (AR) and Virtual Reality (VR) studies on language learning. A total of 88 articles were selected and analyzed from five perspectives: their ways of integrating AR or VR tools in language learning; main users of AR and VR technologies; major research findings; why AR and VR tools are effective in promoting language learning; and the implications. It was found that (1) immersing learners into virtual worlds is the main approach to language learning in AR and VR studies; (2) university students were the main users of AR/VR technologies; (3) the major research findings concerning the benefits of AR and VR included improvement of students’ learning outcomes, enhancement of motivation, and positive perceptions towards using AR and VR; (4) AR and VR tools promoted language learning through providing immersive learning experience, enhancing motivation, creating interaction, and reducing learning anxiety; and (5) implications identified from previous research include the need of providing training for teachers, enlarging sample sizes, and exploring learner factors such as learner engagement and satisfaction.

A Systematic Review of AR and VR Enhanced Language Learning

In this article, we present a systematic review of literature on augmented reality (AR) supported for early language learning. We analyzed a total of 53 papers from 2010 to 2019 using qualitative a...

Augmented Reality for Early Language Learning: A Systematic Review of Augmented Reality Application Design, Instructional Strategies, and Evaluation Outcomes:

Entertainment video games are very popular among young audiences. Nevertheless, despite their potential to improve cognitive functioning, they are still studied rarely as a tool for digital game-based learning. To better understand video gaming practices’ value in the classroom, this article provides a systematic review of literature on the effect of entertainment video games on academic learning. Our literature search yielded 49 relevant intervention studies published between 2005 and 2019 that integrated entertainment video games into academic curricula from preschool to college. Our review revealed that entertainment video games can be an effective educational tool and are beneficial in almost all academic disciplines, particularly in foreign language and science. However, research on entertainment video gaming’s effects on academic learning is still not extensive enough and remains mostly qualitative. Future studies need to provide a quantitative approach to complete and confirm already-existing literature, particularly in the environmental and social sciences, physical education, and programming. Given entertainment video games’ popularity and benefits on cognition and learning, it seems essential to investigate their practical value further in the education sector and to determine the mechanisms that mediate their effects on academic learning.

Entertainment Video Games for Academic Learning: A Systematic Review

Virtual reality has shown to have great potential as an educational tool when it comes to new learning methods. With the growth and dissemination of this technology, there is a massive opportunity for teachers to add this technology to their methods of teaching a second/foreign language, since students keep showing a growing interest in new technologies. This systematic review of empirical research aims at understanding whether the use of gaming strategies in virtual reality is beneficial for the learning of a second/foreign language or not. Results show that more than half of the articles proved that virtual reality technologies with gaming strategies can be used to learn a foreign language. It was also found that “learning” was the most evaluated dependent variable among the chosen records, augmented reality was the leading technology used, primary education and lower secondary was the most researched school stages, and the most used language to evaluate the use of gamified technology was by far the English language. Given the lack of directed investigation, it is recommended to use these technologies to support second language learning and not entirely replace traditional approaches. A research agenda is also proposed by the authors.

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Foreign Language Learning Gamification Using Virtual Reality—A Systematic Review of Empirical Research

Grounded in game-based learning and problem-based learning, this study compared the effects of an augmented reality (AR) mobile game and a printed game on student engagement and attitudes toward foreign language learning. For this purpose, a narrative-driven, location-based AR mobile game was developed based on the analysis, design, development, implementation and evaluation approach. The participants were 42 undergraduates studying English as a foreign language (EFL) in South Korea. The AR group played a location-based AR mobile game in English while moving around the university campus and collaborating with team members, whereas the print-game group played the same game color-printed onto paper in teams in the classroom. After the activities, both groups completed case reports, Likert-scale surveys, and adjective checklists, and participated in interviews. The results indicated that both groups demonstrated comparable levels of behavioral, cognitive, and emotional engagement as well as positive attitudes in learning EFL, without significant group differences. The adjective checklist also indicated that the AR- and print-games provided students with a similar quality of experience. The qualitative data suggested that, if the EFL instruction is performed in accordance with game-based learning and problem-based learning principles, students may sustain high levels of engagement and positive attitudes, regardless of the medium (AR technology versus print). However, the only significant group difference was found in the perceived usefulness for learning EFL, which favored the print-mode game. While AR technologies provided authentic and immersive learning environments, EFL students perceived print reading as more useful for learning English than digital reading. This study makes a case for the development and application of narrative-driven, location-based AR games in foreign language education.

Problem-based gaming via an augmented reality mobile game and a printed game in foreign language education

The rise of augmented reality hits the world of Information, Communication and Technology which brings about the booming phenomenon of mobile games. One of hot mobile game with the successful appli...

The applications and effects of learning English through augmented reality: a case study of Pokémon Go

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The applications and effects of learning English through augmented reality: a case study of Pokémon Go