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Augmented Reality in Language and STEM Education: Implications and Potentials for ELLs

Augmented Reality in Language and STEM Education: Implications and Potentials for ELLs
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Author(s): Nhu Le (University of South Florida, USA)and Hanh Dinh (Vermont State University, USA)
Copyright: 2021
Pages: 25
Source title: CALL Theory Applications for Online TESOL Education
Source Author(s)/Editor(s): Kenneth B. Kelch (Alliant International University, USA), Peter Byun (Alliant International University, USA), Setareh Safavi (Alliant International University, USA)and Seth Cervantes (Alliant International University, USA)
DOI: 10.4018/978-1-7998-6609-1.ch002

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Abstract

Rapid advancement in technology has altered language and STEM education, especially during the coronavirus pandemic. Augmented reality (AR) has emerged as one of the latest technologies offering a new way to bridge virtual and real worlds, which can enhance both teaching and learning experience. Due to the widespread proliferation of digital technology, the implementation of AR on internet-based devices and mobile devices has become a growing trend in educational settings related to language and content-based instruction. There has been an increasing number of studies exploring the design, evaluation, and applications of AR for pedagogical purposes. This chapter aims to 1) delineate AR technology and its theoretical foundations, 2) review AR-pertinent literature regarding language and STEM education, 3) discuss the potentials as well as challenges of this innovative technology, and 4) propose practical applications for ESL/EFL teachers, educators, and practitioners alike.

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