Augmented Reality in Language Learning

Augmented Reality in Language Learning: History

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Subjects: Language & Linguistics

Contributor: Wenhe Min , Zhonggen Yu

Augmented reality (AR) is an enhanced, interactive version of a real-world environment, which is achieved by using digital elements; this means that AR can help users see virtual objects as composited within the real environment. Teaching with AR technology can help students improve their motivation in language learning, which can directly influence their performance. Aside from the benefits for students, AR can also offer educators new opportunities to engage learners in innovative ways. Thus, it is significant to develop a framework for conceptualizing and promoting the use of AR in language learning.

bibliometric analysis
augmented reality
VOSviewer
CitNetExplorer
language learning

1. Introduction

With new educational technologies emerging, more opportunities are offered for computer-enhanced language learning approaches [1]. Research on AR in language learning began in 2008 and continues to progress. As a newly introduced technology, AR plays an important role for students in language learning. According to [2], one of the barriers of learning English in non-English speaking countries is the lack of real contexts outside of the classroom. For this problem, AR can instantiate virtual elements into the real world and create a real English-learning context for learners. Furthermore, statistical analyses show that teaching with AR technology can help students improve their motivation in language learning, which can directly influence their performance [3]. Aside from the benefits for students, AR can also offer educators new opportunities to engage learners in innovative ways [4]. Thus, it is important to develop a framework for conceptualizing and promoting the use of AR in language learning.

As an emerging technology, augmented reality is increasingly entering the field of education. However, the language skills currently used in AR technology require relatively lower cognitive engagement, such as pronunciation, meaning comprehension, and word recognition. There is a lack of more complex language skills used in the AR applications, such as reading and writing [5]. Additionally, according to the search results from Web of Science, there are much more meta-analyses and systematic reviews than bibliometric studies (shown in Table 1). Table 2 shows that the research conducted by [6] focused on the performance and production of AR in the field of education, with 777 publications involved. Another research conducted by [7] aimed to find out the importance of English mobile learning. A total of 5434 publications were analyzed. However, these research studies only introduced the importance and production of AR tools without exploring the actual use of AR in language learning. Therefore, a study combining a bibliometric analysis and the application of AR with a sufficient number of included publications is needed.

Table 1. The number of publications of different review studies on AR tools in language learning.

Study Type	Time Period	Number of Publications
Meta-analysis	2013–2022	30
Systematic review	2016–2022	48
Bibliometric analysis	2020–2022	2

Table 2. The comparison between previous bibliometric studies on AR-enhanced language learning and this study.

Authors/Year	Highlights	Research Topics	Number of the Publications Included	Bibliometric Tools
[6]	The performance and production of AR in the field of education	Top 5 knowledge fields; document type; institutions; authors; sources; countries and most cited articles on AR in the field of education; and the way to teach AR effectively.	777	Science Mapping Analysis Tool (SciMAT)
[7]	The importance of English mobile learning	Research direction and type; years; countries; productive institutions, top authors, and co-occurrence; co-authorship, citation, and co-citation; top 10 cited sources; and the top 20 keywords through VOSviewer.	5343	VOSviewer and CiteSpace
This study	The use of AR tools in language learning	Annual trend of publications; top 10 authors, sources, organizations, and countries; users’ attitudes; ways to integrate with language teaching and learning; and the effects of AR	1275	VOSviewer and CiteSpace

The bibliometric analysis was performed using the application of quantitative techniques for domain-specific bibliometric data. Software such as VOSviewer and CitNet-Explorer are essential for bibliometric analyses. These programs provide bibliometric graphs that show co-authorship, citations, and bibliographic links between papers by analyzing data downloaded from digital databases, which can be visualized to quickly focus on hot topics in a particular field. This method has many advantages in terms of efficiency and accuracy over traditional quantitative methods. It allows for a comprehensive and objective identification of research gaps and hot issues in a given field while reducing the cognitive load on the reader.

The analysis of this study combines quantitative and qualitative research methods [8]. At the beginning of this study, the use of AR in e-learning was analyzed through VOSviewer, including the trend of publications and citations, as well as the top ten authors, sources, organizations, and countries. Secondly, citation networks were created by using clustering techniques; the two longest citation paths were drilled down using CitNetExplorer. Finally, according to the two longest citation paths, conducted a bibliometric analysis to examine users’ attitudes toward AR, the effects of AR use, and how language learning is integrated with AR.

The current study is composed of six parts. Section 1 is the introduction of the study, which includes the background information, significance of the study, two bibliometric tools of the study, and overall structure of the study. Section 2 provides a general statement about the literature review, which includes the previous studies of AR, AR in language learning, and users’ attitudes toward the technology; the research purpose and questions are also proposed in this chapter. Section 3 contains the research methodology; it consists of the scope of the study, application of the two bibliometric tools, and procedure of data collection and data analysis. Section 4 shows the results of the bibliometric analysis, which is followed by the discussion of the research results in Section 5. Section 6 provides the conclusion of the study and includes three parts: major findings, limitations of this study, and implications for future research.

2. Previous Studies of AR

The studies of AR can originate back to the 1950s. The term AR was introduced by Tom Caudell in 1990. Subsequently, Ref [9] found the reality–virtuality (RV) continuum, which combines reality and virtuality. In the RV continuum, the real environment is situated on the left side, which solely includes the environment consisting of real objects. The virtual environment is on the right side of the RV continuum, which solely consists of virtual objects. In this framework, mixed reality (MR) is defined as anywhere on the RV continuum between these two extreme environments. Within the class of MR, augmented reality is analogous but antithetic to augmented virtuality. Therefore, under the background of the RV continuum, it would be more clear to understand the definition of AR such that it is “augmenting natural feedback to the operator with simulated cues” [9]. In 1997, Azuma conducted the first study on the use of AR. In recent years, AR has developed at a high speed with the emergence of mobile applications [10]. AR produces the best of the natural environment and available virtual information. The elements of reality and virtuality in AR offer users a new world supported by virtual information.

AR is an enhanced, interactive version of a real-world environment, which is achieved by using digital elements; this means that AR can help users see virtual objects as composited within the real environment [11]. In fact, AR technology is not limited to a specific type, nor is it restricted to vision; it can also be used to enhance smelling, touching, and hearing [12]. Nowadays, AR has been applied in many fields in modern society, including advertising and marketing [13], architecture [14], and entertainment [15]. It has also been adopted in education [16,17], such as in the sciences, in math, and in literacy [18,19]. Augmented reality is applied by learners at different stages of schooling, ranging from primary school to college students [20]. Although numerous research studies have been conducted to investigate the importance and effect of AR, there is a lack of a bibliometric analysis of the findings with respect to language learning. With the development of research in this field, researchers are working hard to discover the issues and trends across the entire field. Therefore, it is urgent and necessary to develop a bibliometric study to provide directions for future study.

3. AR in Language Learning

AR is a real-time representation using computer-generated images, sounds, or videos that allows users to interact with the real world in an augmented way [10]. As an assistant tool, the application of this technology is very important in language teaching and learning [21] because mobile applications for touch screens can offer children new opportunities for language learning [22]. However, foreign language teaching is difficult and needs effective skills to avoid boredom. AR can provide an augmented learning context, which can help children enrich their language learning experiences through the combination of virtual and real environments. Ref [23] conducted a study on collaborative modeling in augmented reality. The authors found that the use of AR tools may have a positive influence on learners’ perceived efficacy and self-perception, which can directly impact learners’ performance. The authors also pointed out the limitations of AR tools in that the environment within AR may depend on students’ background knowledge and their familiarity with real world settings.

4. Procedure of Data Analysis

The procedure of the content analysis was as follows. First, we made use of the citation report in the Web of Science tool, and the times cited and publications over time were provided. Based on the citation report, we analyzed the publication trend of the search topics. Second, 1275 selected articles were inputted into VOSviewer. Later, we chose the co-occurrence analysis to bibliometrically analyze the top ten authors, sources, organizations, and countries. According to the co-occurrence result, we analyzed the situation of AR learning development. Third, we imported the 1275 articles into CitNetExplorer to bibliometrically analyze the citation network. The author’s information, title, and source could be found in CitNetExplorer. Then, we chose two publications to drill down to determine the longest path. In this way, we found out the common focus of the publications in the longest path. Based on the focus, we explored the answers in the publications.

5. Findings

This study combined qualitative and quantitative research methods to analyze the use of AR in language learning. It summarized trends in the use of AR tools in language learning, users’ attitudes toward AR tools, ways of integrating AR into language learning, and the effectiveness of the AR tools. The results of the study are based on longest path analysis. The yearly trends in the number of publications and citations showed increasing numbers in the field of AR in language learning, which indicated a bright prospect for the development of AR learning. This is consistent with the findings of [1] in that technology-supported language teaching will be offered more opportunities in future educational systems. At the same time, the top ten published authors, sources, organizations, and countries also indicated different research directions and priorities and provided an important point of reference for future researchers.

In terms of users’ attitudes, both teachers and learners show positive attitudes toward the use of AR in language learning. Through the use of augmented reality tools, students showed more interest in the teaching and learning process [33]. Teachers’ positive attitudes toward AR-supported teaching and learning influence their consistent use of AR in the classroom. Thus, their positive emotions make it easier to conduct the teaching activities and improve academic performance [24]. AR enhances language learning through 3D images, texts, videos, and games. The most widely used augmented reality learning tool is HP Reveal [4], an artistic platform that provides users with virtual content via their mobile devices. Research has shown that AR tools can facilitate language learning and improve students’ performances by providing an immersive learning experience, increasing motivation, and reducing learning anxiety [4]. This finding agrees with the previous studies [21; 23], which proved that the use of AR tools can have a positive effect on the learning process of students. However, there are also some disadvantages of the use of AR in language learning, such as cognitive overload and the complexity of operation [37]. Therefore, teachers need to pay attention to the use of AR in the teaching process.

This entry is adapted from the peer-reviewed paper 10.3390/su15097235

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