Comparing augmented reality and quick response code versions of a location-based task for foreign language learning

Abstract

Location-based Augmented Reality (AR) technology has the potential to trans form language education by enabling situated, authentic, and collaborative learning. Yet, while some research has found that AR facilitates learning, other research has found that AR increases cognitive load, is distracting, and provides too much information during learning activities. This study compared the student experiences of AR and Quick Response (QR) code versions of a cam pus-based English language activity at a Japanese university. Exploratory Factor Analysis of 483 students’ post-task self-report measures of motivation, value, and difficulty identified a reliable scale for motivation. Results showed that AR made the task more motivating and encouraged collaboration. However, AR made smartphone technology more difficult to use and perceived performance to be lower. These challenges were attributed to design issues regarding learner interaction with learning content, such as redundant and transient information. The findings suggest that AR is best suited to tasks that prioritize collaboration and the co-construction of knowledge. In designing AR tasks, and Mobile Assisted Language Learning materials in general, reducing cognitive load and improving performance are key issues that can be addressed with carefully designed materials that have clear structure, concise content, and guidance on how to interact with them effectively.