Augmented reality and QR-code mobile systems enable context-aware language learning in designated physical zones¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A handheld augmented-reality English learning system using QR codes let students explore a map and retrieve context-aware learning material wirelessly while visiting learning zones. → Jaeseok Yang 2013 q2 i? Ambient intelligence systems such as SESIL provide an augmented reality environment supporting L2 reading and writing practices in smart classrooms. → Jaeseok Yang 2013 (2)

Evidence¶

Jaeseok Yang 2013¶

Jaeseok Yang. (2013). Mobile Assisted Language Learning: Review of the Recent Applications of Emerging Mobile Technologies. English Language Teaching, 6(7). https://doi.org/10.5539/elt.v6n7p19

q2 · i? · review · r2

The review reports Liu, Tan, and Chu's (2010) demonstration of a QR-code and augmented-reality-supported mobile English learning system in which students decrypted QR codes at learning zones to retrieve "context-aware learning material wirelessly". No effect size is printed.

"Those QR codes included the linked information for students so that they explored the map on the mobile phone while visiting designated learning zones by decrypting QR codes. Then the students sent the information to the main server for retrieving context-aware learning material wirelessly."

Jaeseok Yang 2013 (2)¶

Jaeseok Yang. (2013). Mobile Assisted Language Learning: Review of the Recent Applications of Emerging Mobile Technologies. English Language Teaching, 6(7). https://doi.org/10.5539/elt.v6n7p19

q2 · i? · review · r2

The review reports Leonidis et al.'s (2012) claim that the SESIL ambient-intelligence system "provides an augmented reality environment to support L2 reading and writing practices" in classroom contexts. No effect size is printed.

"They argue the system, SESIL, provides an augmented reality environment to support L2 reading and writing practices."

Discussion¶

Related Claims¶

• GPS-supported mobile language learning outside the classroom lets students integrate classroom knowledge with authentic daily-life needs — related
• Microblogging and mobile blogging promote target-language interaction, cultural understanding, and a sense of community among language learners — related
• Learners showed positive attitudes toward receiving SMS vocabulary messages, and instant messaging raised intercultural awareness — related
• Small-screen design recommendations were explicated through an inquiry in which teachers and students interacted with learning objects on handheld devices — related
• Pico-projector interaction with maps improves task completion time, errors and satisfaction over smart phone screens — related
• A river-study conceptual model on handhelds supported observation, analysis, experimentation, and report writing for 72 secondary students in fieldwork — related
• Game structures, role playing, and the physical environment are identified as factors shaping students' thinking in AR game play — related
• The authors of three case studies (roughly 28 students) argue that a place-based augmented reality game, Mad City Mystery, holds potential for engaging students in scientific argumentation — related