Augmented reality for ESL/EFL and bilingual education
An international comparison
Bibliographic Data
| ID | 21661484 |
|---|---|
| Authors | Cristina A Huertas-Abril (0000-0002-9057-5224, University of Córdoba), Jorge F Figueroa-Flores (0000-0002-0276-5352, Texas Woman's University), María Elena Gómez Parra (0000-0001-7870-3505, University of Córdoba), Emarely Rosa-Dávila (0000-0003-1831-1299, Texas Woman's University), Lisa F Huffman, Lisa Huffman (Texas Woman's University) |
| Year | 2021 |
| Volume | 24 |
| Issue | 2 |
| Publication date | 2021-05-13 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educación XX1 (JOURNAL) |
| Journal identifiers | ISSN: 1139-613X • E-ISSN: 2174-5374 |
| Publisher | UNED - Universidad Nacional de Educacion a Distancia (PUBLISHER) |
| DOI | 10.5944/educxx1.28103 |
| OpenAlex | W3162156583 |
| Language | EN |
| Citations received | 3 |
| References cited | 15 |
In recent decades, educational technologies have enabled new opportunitiesfor teaching and learning on a recurrent basis. In contemporary educationalcontexts, which are mainly oriented towards active methodologies and studentcentered approaches, educational technologies have led to a significantbreakthrough in education. Among emergent educational technologies, it isinteresting to specifically highlight the current importance of Augmented Reality(AR), which allows overlaying of virtual objects (that is, ‘augmented’ elements)into the real world. This paper, after exploring the potential of AR in education, isaimed at comparing pre-service English as a Second Language (ESL), English asa Foreign Language (EFL) and Bilingual Education (BE) teachers’ perceptions,uses and preferences (n = 53) from two universities (Texas Woman’s University,USA, and University of Córdoba, Spain) regarding the use of AR, and analyzewhether there are similarities and/or differences based on sociocultural context,approaches to education or teacher practices. The findings reveal the positiveattitudes towards integrating AR in ESL/EFL and bilingual contexts of theparticipants of the two institutions. The most noted advantages of AR are thatit enhances classroom engagement and its focus is different from traditionalteaching methods, increasing student motivation and facilitating their learningprocesses. Some reported challenges imposed by AR are that access to mobiledevices is limiting, the cost of technology, technical issues and the necessityfor specialized teacher training. We also found other challenges and numerousadvantages of AR usage in ESL/EFL and bilingual contexts, which are discussedthoroughly. Finally, current needs in the field are identified and suggestions areoffered for further research in AR for ESL/EFL and BE
Augmented reality · Bilingual education · Geography · Mathematics education · Pedagogy · Sociocultural evolution · Sociology · Augmented Reality Applications · Computer Science · Mobile Learning in Education · Psychology · Virtual Reality Applications and Impacts
Content analysis
Introduction to Qualitative Research Methods
Handbook of qualitative research
Beliefs in Second Language Acquisition
Introduction to Qualitative Research Methods
Augmented reality
Current status, opportunities and challenges of augmented reality in education
Recent advances in augmented reality
Grounded theory research
The Discovery of Grounded Theory
Augmented Reality in Higher Education
Supporting preschoolers’ transitions from screen time to screen-free time using augmented reality and encouraging offline leisure activity
Two worlds collide? The role of Chinese traditions and Western influences in Chinese preservice teachers’ perceptions of appropriate technology use
Integrating augmented reality technology to enhance children’s learning in marine education
| Unique citing works | 3 |
|---|---|
| Citations per year | 1 |
| Citation span | 2023 - 2025 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |