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Affordances and Pedagogical Implications of Augmented Reality (AR)-Integrated Language Learning

Affordances and Pedagogical Implications of Augmented Reality (AR)-Integrated Language Learning
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Author(s): Babak Khoshnevisan (University of South Florida, USA) and Sanghoon Park (University of South Florida, USA)
Copyright: 2021
Pages: 20
Source title: Designing, Deploying, and Evaluating Virtual and Augmented Reality in Education
Source Author(s)/Editor(s): Gokce Akcayir (University of Alberta, Canada) and Carrie Demmans Epp (University of Alberta, Canada)
DOI: 10.4018/978-1-7998-5043-4.ch012


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Technologies have permeated the field of language education in recent decades. Language education has been informed by the technology-enhanced practices. Researchers have exhausted a variety of technologies and technological tools in the field of language education. Augmented reality (AR) is one of the emerging technologies that has been exploited in both education and language education. However, it is reported that educators' lack of knowledge and confidence in employing emerging technologies such as AR are limiting the use of these technologies in language education. To dive into the employed AR-related practices in language education, this chapter will (1) introduce the definition of AR, (2) discuss the underlying theories undergirding AR-integrated language learning, (3) present both the affordances and thorny issues accompanied with AR, and lastly, (4) share pedagogical implications of AR-integrated language learning to inform and usher the practices of language educators.

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