View in EDS

Comparing augmented reality and quick response code versions of a location-based task for foreign language learning.

Saved in:
Bibliographic Details
Title: Comparing augmented reality and quick response code versions of a location-based task for foreign language learning.
Authors: Taylor, Samuel1 taylor@mail.kyusan-u.ac.jp
Source: Japan Association for Language Teaching Computer Assisted Language Learning Journal (JALT CALL Journal). 2025, Vol. 21 Issue 3, p1-21. 21p.
Subject Terms: *Second language acquisition, *Motivation (Psychology), *Mobile learning, *Educational technology, *Cognitive load, Augmented reality, Two-dimensional bar codes, Cooperativeness
Abstract: Location-based Augmented Reality (AR) technology has the potential to transform language education by enabling situated, authentic, and collaborative learning. Yet, while some research has found that AR facilitates learning, other research has found that AR increases cognitive load, is distracting, and provides too much information during learning activities. This study compared the student experiences of AR and Quick Response (QR) code versions of a campus-based English language activity at a Japanese university. Exploratory Factor Analysis of 483 students' post-task self-report measures of motivation, value, and difficulty identified a reliable scale for motivation. Results showed that AR made the task more motivating and encouraged collaboration. However, AR made smartphone technology more difficult to use and perceived performance to be lower. These challenges were attributed to design issues regarding learner interaction with learning content, such as redundant and transient information. The findings suggest that AR is best suited to tasks that prioritize collaboration and the co-construction of knowledge. In designing AR tasks, and Mobile Assisted Langauge Learning materials in general, reducing cognitive load and improving performance are key issues that can be addressed with carefully designed materials that have clear structure, concise content, and guidance on how to interact with them effectively. [ABSTRACT FROM AUTHOR]
Copyright of Japan Association for Language Teaching Computer Assisted Language Learning Journal (JALT CALL Journal) is the property of Castledown Publishers and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:Location-based Augmented Reality (AR) technology has the potential to transform language education by enabling situated, authentic, and collaborative learning. Yet, while some research has found that AR facilitates learning, other research has found that AR increases cognitive load, is distracting, and provides too much information during learning activities. This study compared the student experiences of AR and Quick Response (QR) code versions of a campus-based English language activity at a Japanese university. Exploratory Factor Analysis of 483 students' post-task self-report measures of motivation, value, and difficulty identified a reliable scale for motivation. Results showed that AR made the task more motivating and encouraged collaboration. However, AR made smartphone technology more difficult to use and perceived performance to be lower. These challenges were attributed to design issues regarding learner interaction with learning content, such as redundant and transient information. The findings suggest that AR is best suited to tasks that prioritize collaboration and the co-construction of knowledge. In designing AR tasks, and Mobile Assisted Langauge Learning materials in general, reducing cognitive load and improving performance are key issues that can be addressed with carefully designed materials that have clear structure, concise content, and guidance on how to interact with them effectively. [ABSTRACT FROM AUTHOR]
ISSN:18324215
DOI:10.29140/jaltcall.v21n3.102668