Navigating between languages and cultures: augmented reality vs. traditional learning.
DOI:
https://doi.org/10.32043/jimtlt.v3i4.125Abstract
In the rapidly evolving digital era, the integration of augmented reality into Second Language Learning (SLL) appears as an innovative and promising domain that has the potential to revolutionize traditional teaching methods and to open new perspectives for the development of linguistic competencies and cultural heritage knowledge. Within the Gameland project, an augmented reality (AR) app was designed to help foreign and Erasmus students to learn a L2 and to make the process of studying more efficient and engaging than the usual methods used to be. The conducted research consists in measuring the progress of the students that will be using specially designed conceptual maps, powered by AR, based on each student’s language level according to the Common European Framework of Reference (CEFR) and the cultural heritage knowledge of the host city in comparison with the ones that will be exposed to traditional learning techniques and materials (such as textbooks, educational videos, etc.). The incorporation of cultural heritage in Second Language Learning through augmented reality not only enhances linguistic proficiency but also fosters a more comprehensive and profound understanding of the language. This immersive approach enriches vocabulary, refines grammar, and facilitates direct application in practical contexts, elevating the language learning experience for students. The paper shows the results of a focus group with 8 students that used the author system for the development of new AR conceptual maps using the Gameland software.
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