Augmented reality in language learning: A state-of-the-art review of 2014–2019

This systematic review study synthesizes research findings pertaining to the use of augmented reality (AR) in language learning. Published research from 2014 to 2019 has been explored and specific inclusion and exclusion criteria have been applied resulting in 54 relevant publications. Our findings determined: (a) devices and software employed for mastering AR; languages and contexts in which AR had been applied; theoretical perspectives adopted for guiding the use of AR; the number of participants in AR activities and benefits from using AR as an educational tool in the language classroom; (b) alignment of the affordances of Augmented Reality with the KSAVE (Knowledge, Skills, Attitudes, Values, Ethics) 21st-century skills framework; (c) future directions in AR research and practice. The main findings from this review demonstrate the popularity of mobile-based AR for supporting vocabulary (23.9%), reading (12.7%), speaking (9.9%) writing (8.5%) or generic language skills (9.9%). Our findings also uncovered areas that merit future attention in the application of AR in language learning – for instance learning theories were not often considered in the implementation of AR. The study concludes with suggestions for future research especially in the areas of instructional design and user experience.     

Computer-mediated communication in computer-assisted language learning: implications for culture-centered design

This study explores the research development pertaining to computer-mediated communication (CMC) in the field of computer-assisted language learning (CALL). The basic premise of this study is that language and consequently communication are essential elements of culture; thus, deep understanding of the role of technology in facilitating communication in online environments can deepen our understanding of the notion of culture and contribute to the specification of a universal design approach in culture-centered design. The authors applied a six-stage approach for conducting a systematic review of the research development in CALL between January 2009 and September 2010. This approach resulted in the development of the CALL map which consisted of 11 themes with which CALL researchers are concerned. This study focuses on CMC, a category which maintains its popularity for more than a decade, thus sustaining itself as a major area in the field. The review brings to the forefront key themes and findings of research in these areas, as well as core concepts emerging from the literature. The study discusses empirical findings and delineates how CMC can enhance language learning, concluding with possible future directions and implications for research and practice.     

Specifying the dynamics of social technologies as social microworlds

This paper explores the affordances of social technologies for supporting the construction of a shareable artefact by a group of learners. A qualitative study that captures the use of five different types of social technologies (Facebook, blogs, wikis, Google Documents and Dropbox) in three different classroom settings sheds light on the potentials and challenges of these tools for supporting material exploration, artefact construction and evaluation. Qualitative content analysis of instructors’ field notes, students’ and instructors’ reflections, interviews and focus groups sheds light on the potential of social technologies to transform the activity of learning across a new culture of computational tools. The affordances of social technologies are discussed as well as design principles that need to be followed in these new arenas.     

Gender-sensitive tools and materials for women empowerment in STEM: a systematic review with industrial and instructional recommendations and implications

Universal Access in the Information Society - This systematic literature review aims to collect and uncover the various types of tools and materials available—digital and...