Mobile Mixed Reality Technologies for Language Teaching and Learning

Mobile learning technologies have become ubiquitous, accessible tools for many teachers and learners in higher education contexts across the globe; however, the uptake of emerging, innovative mobile applications is not always reflected in their implementation in language learning classrooms. Mixed Reality (MR) applications, which include both Augmented Reality (AR) and Virtual Reality (VR) represent examples of such largely unexplored, state-of the art, immersive technologies in language education. Recent literature suggests the use of MR technologies can offer benefits to language learners in enhancing vocabulary development (Godwin-Jones, 2016; Liu Tsai, 2013), motivation and engagement (Ibáñez, Kloos, Leony, Rueda, Maroto, 2011; Liu, Tan, Chu, 2010; Dunleavy Dede, 2014) and collaborative, multimodal meaning-making (Ho, Nelson, Müeller-Wittig, 2011). Despite these advantages, there has been limited empirically-based research which explores specific benefits and affordances in language learning. Research revealing the advantages of AR and VR exists, however, in other educational settings, including: Humanities, Arts, Social Sciences, Business, Law, Science, Engineering and Health (Lok et al., 2006; Bacca, Baldiris, Fabregat, Graf, 2014; Marcel, 2019). Through the implementation of VR in a quasi-experimental, mixed-methods research study in a college in Canada, with teachers and learners in a multi-level English for Academic Preparation (EAP) program, this study explores benefits, challenges and affordances of MR technologies within a Canadian higher education context. The analysis of data from EAP students (N = 95) and instructors (N = 6) includes vocabulary assessments, surveys, Nearpod data, VoiceThread reflections, interviews, and classroom observations. Results reveal trends in learning gains by the experimental groups in vocabulary scores and a number of benefits and affordances of the VR technology implementation reported by both students and instructors. While the main goal of this research was to explore how mobile MR applications could be used in language learning contexts in higher education to improve learning outcomes through experiential learning activities with these innovative technologies, it is hoped that this research will also serve to inform practice for educators in their selection and use of educational learning technologies and contribute to the growing body of knowledge and research in this field.

Department dc:contributor.department

Curriculum, Teaching and Learning

Year dc:date.issued

2020

Author dc:creator

• Marcel, Faith

Advisor dc:contributor.advisor

• Piccardo, Enrica

• Education
• Experiential learning
• Language
• Mixed Reality
• Virtual Reality
• Vocabulary

Handle dc:identifier.uri

http://hdl.handle.net/1807/103360

OAI identifier oai:identifier

oai:utoronto.scholaris.ca:1807/103360