Abstract:

Augmented Reality is a technology that gives us the ability to project virtual content on to the real world. Placing the camera on any element of the user’s real environment and scanning it, gives us access to supplemental digital information related to the scanned object. In this article we present a case study on an augmented reality application via the Aurasma tool and its impact on French language learners, as far as autonomy and motivation are concerned.

In Greece, we count a few number of research projects concerning the application of augmented reality in foreign language teaching. Indicatively, Spathoulas (2015) proposes the combination of mobile computing with augmented reality, in order to provide a tool to assist English language learning. In addition, Siettou (2015) proposes the creation of an educational game, combining elements of real and virtual world, while presenting its positive impact on the educational section and specifically on the apprehension of a foreign language.

In our case, we studied the impact of augmented reality on learner autonomy and motivation, in a hybrid learning context. Such techniques, combining mobile and face-to-face learning, allow the abolishment of the borders between formal and informal learning and the redefinition of educational practices (Puentedura, 2014). Under these circumstances, a “seamless learning”, as described by Wong and Looi (2012), can be promoted, in an effort to confront the “ephemeral” nature of knowledge, as characterized by Siemens (2014).

In our particular research, in attempting to blend the culture of books with the culture of screens, as proposed by Tisseron (2013), we used the Aurasma tool to create augmented reality experiences and adapted them on a French learning course of level B1, as described by the Common European Framework of Reference for Languages (CEFR, 2001). Our experimental course lasted 4 weeks.

Our goal was to examine the impact of integrating the Aurasma tool on four adolescent learners’ attitude, by investigating the presence/absence of autonomy (Mangenot, 1994) and motivation (Viau, 1999) indicators. As far as autonomy is concerned, we took into consideration the fields in which a learner is able to become autonomous, as cited by Albero (2000) and Nissen (2007). For instance, we examined if the Aurasma tool helped them work at their own rates, at any time and in any place, organize their work properly etc. Our data collection methods were interviews that took place after their experience and observation carried out during the course.

According to the results obtained, an overall conclusion that can be made is that the Aurasma tool influenced in a positive way the students’ attitude, showing that augmented reality can offer a useful technology to be used in foreign language courses.Some indicative examples are that learners were observed to use the Aurasma functionalities to deal with most of the difficulties encountered, as well as they were found to work more independently without close teacher guidance.

Keywords:

Augmented reality, learner autonomy, hybrid learning, mobile learning, formal and informal learning, seamless learning, foreign languages, motivation, Aurasma, French language teaching.