Enhancing Language Learning Experience with Augmented Reality Games: A Systematic Review of Empirical Studies from 2019–2023

Abstract

This systematic review study synthesizes and presents research findings relevant to the instructional application of gamified augmented reality (AR) tools in language learning from 25 peer-reviewed research from 2019 to 2023 with preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines. The review purpose was to identify: (1) the commonly adopted AR games in language classrooms; and (2) students’ perceptions of learning languages with AR games. The main study findings suggest the focus of the past research efforts was placed mostly on self-designed AR games while there is a relative lack of research interest in premade or existing games for language learning. In terms of students’ perceptions, the findings indicate that students generally have positive perceptions toward AR games in the language learning experience. Moreover, games that feature a combination of 3D models and animations, including peer collaboration and competition, seem to be the favorite for digital native students. The findings also reported concerns from the students such as the need for more assistance from the instructors. Suggestions for modification of instructional design and future research in the field of AR-integrated language learning are also provided.