Teachers’ Perceptions on Using Augmented Reality for Language Learning in Primary Years Programme (PYP) Education

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DOI:

https://doi.org/10.3991/ijet.v15i12.13499

Keywords:

Augmented Reality, language learning, International Baccalaureate, Primary Years Programme

Abstract


Augmented Reality (AR) is a relatively new technology and is increasingly being posited as an educational game-changer, particularly - but not exclusively - in language learning. On a scale where the virtual and real world sit at opposite ends of the spectrum, AR sits in-between, combining real world elements with virtual overlays. Research suggests that an obstacle to English language learning in countries where English is not the first language (EFL) is a lack of authentic situations outside of the classroom for practising English communication skills. AR technology, by combining elements of real-life and virtual content could potentially overcome some of these limitations. However, as with all technologies, the use of AR in the classroom is not only confined to the learner, but also largely dependent on the willingness and skills of teachers to utilise it effectively. This study hopes to shed some light on the possible uses, benefits, and challenges that AR may present to the field of EFL learning in an Egyptian International Baccalaureate (IB) school.

Author Biography

Dimitrios Vlachopoulos, Amsterdam University of Applied Sciences

Program Manager (Educational Technology) at the Faculty of Digital Media and Creative Industries. Senior Fellow of the Higher Education Academy.

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Published

2020-06-26

How to Cite

Ashley-Welbeck, A., & Vlachopoulos, D. (2020). Teachers’ Perceptions on Using Augmented Reality for Language Learning in Primary Years Programme (PYP) Education. International Journal of Emerging Technologies in Learning (iJET), 15(12), pp. 116–135. https://doi.org/10.3991/ijet.v15i12.13499

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Papers