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Towards a Design of the Best Practices for AR-Guided Oral Communication Development: A Systematic Review of Selected Research Published from 2000 to 2023

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Title: Towards a Design of the Best Practices for AR-Guided Oral Communication Development: A Systematic Review of Selected Research Published from 2000 to 2023
Language: English
Authors: Keng-Chih Hsu (ORCID 0000-0002-2661-9333), Gi-Zen Liu (ORCID 0000-0002-1592-6717)
Source: Journal of Computer Assisted Learning. 2025 41(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Descriptors: Computer Simulation, Computer Assisted Design, Verbal Communication, Language Acquisition, Communication Skills, Best Practices, Constructivism (Learning), Reflective Teaching, Instructional Design, Blended Learning, Game Based Learning, Cooperative Learning, Situated Learning, Place Based Education
DOI: 10.1111/jcal.13103
ISSN: 0266-4909
1365-2729
Abstract: Background: Augmented reality (AR) emerges as a technology with considerable promise and substantial potential for pedagogical integration within language education contexts. However, there remains a scarcity of review studies exploring the best practices and principles for oral communication facilitation based on robust theoretical models or research-proven theories. Objectives: This paper aims to explore the major constituents for achieving the successful outcomes of AR-assisted oral communication, grounded in the theory-based design model, and formulate theoretical guidelines to enhance the best practice facilitation process. Methods: Starting from 255 sources, 25 studies from the ISI Web of Science were selected through rigorous screening processes based on the guidelines of the PRISMA statement. Furthermore, the researchers adopted qualitative content analysis and complementary quantitative descriptive analysis for data synthesis in accordance with four key variables of the established model. Results and Conclusions: The results showed that the guided learner-directed learning approach supported by constructionists and reflective learning mechanisms was identified as an effective pedagogical design. Additionally, educational practitioners could employ hybrid learning strategies, including situated, collaborative, self-regulated and game-based learning strategies, to facilitate effective verbal communication. Finally, besides augmenting location-based content and facilitating contextual information and discussion, AR designers were advised to integrate personalised features such as self-monitoring and evaluating and learner manipulation of virtual objects into system development to promote learners' locus of control and embodied cognition.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1459035
Database: ERIC
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  Data: Towards a Design of the Best Practices for AR-Guided Oral Communication Development: A Systematic Review of Selected Research Published from 2000 to 2023
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  Data: <searchLink fieldCode="AR" term="%22Keng-Chih+Hsu%22">Keng-Chih Hsu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2661-9333">0000-0002-2661-9333</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gi-Zen+Liu%22">Gi-Zen Liu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1592-6717">0000-0002-1592-6717</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2025 41(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 20
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Design%22">Computer Assisted Design</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Communication%22">Verbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Best+Practices%22">Best Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Constructivism+%28Learning%29%22">Constructivism (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Reflective+Teaching%22">Reflective Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Game+Based+Learning%22">Game Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Situated+Learning%22">Situated Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Place+Based+Education%22">Place Based Education</searchLink>
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  Data: 10.1111/jcal.13103
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  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
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  Data: Background: Augmented reality (AR) emerges as a technology with considerable promise and substantial potential for pedagogical integration within language education contexts. However, there remains a scarcity of review studies exploring the best practices and principles for oral communication facilitation based on robust theoretical models or research-proven theories. Objectives: This paper aims to explore the major constituents for achieving the successful outcomes of AR-assisted oral communication, grounded in the theory-based design model, and formulate theoretical guidelines to enhance the best practice facilitation process. Methods: Starting from 255 sources, 25 studies from the ISI Web of Science were selected through rigorous screening processes based on the guidelines of the PRISMA statement. Furthermore, the researchers adopted qualitative content analysis and complementary quantitative descriptive analysis for data synthesis in accordance with four key variables of the established model. Results and Conclusions: The results showed that the guided learner-directed learning approach supported by constructionists and reflective learning mechanisms was identified as an effective pedagogical design. Additionally, educational practitioners could employ hybrid learning strategies, including situated, collaborative, self-regulated and game-based learning strategies, to facilitate effective verbal communication. Finally, besides augmenting location-based content and facilitating contextual information and discussion, AR designers were advised to integrate personalised features such as self-monitoring and evaluating and learner manipulation of virtual objects into system development to promote learners' locus of control and embodied cognition.
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