In recent years, there has been a burgeoning interest in augmented reality (AR) technologies, especially in educational settings to edutain students and engage them in their learning. Poster carousel task is also a popular activity in English language classrooms. This presentation demonstrates the results of the use of an AR application, called Blippar, to augment poster carousel tasks in a blended English course offered at Osaka University. Both quantitative and qualitative data were collected through a usage experience questionnaire, an open-ended feedback form, and observations. The implemented AR application is described, and the overall positive user experience is reported, along with displaying the samples of collaborative student-generated AR work. The rewards and challenges of having students design AR content are also discussed. Moreover, the implications of AR for English language teaching and learning, the pedagogical potentials afforded by this technology, and recommendations for further research are provided.

1. Learning by Design:
Bringing Poster Carousels to Life
Through Augmented Reality in a Blended English Course
Mehrasa Alizadeh
Parisa Mehran
Ichiro Koguchi
Haruo Takemura
EUROCALL 2017
The University of Southampton
Photo: http://7-themes.com/7035473-toy-carousel-horses-bench.html

2. 1962 1968 1975 1992 1996 1999 2004 2008 2014
Morton Heilig created a
motorcycle simulator
called “the Sensorama”
Today
Ivan Sutherland invented the first
Virtual Reality (VR) device, “The
Sword of Damocles”
“The Videoplace” was
created by Myron Krueger
The term “Augmented
Reality” (AR) was coined by
Boeing researchers, Tom
Caudell and David Mizell
Paul Milgram and
Fumio Kishino
defined the
continuum of AR
and VR
1994 2002
Jun Rekimoto
develops an AR
prototype called
NaviCam and
advances the idea
of the 2D matrix
marker
The company, Total
Immersion, is
founded as the first
AR solutions
provider
2006 2009 2011 2013
AR hardware and software make the
leap toward consumer audiences
The first outdoor
mobile-
Augmented
Reality (mAR)
game (ARQuake)
was built at the
University of
South Australia by
Thomas et al.
2016
The first system for
tracking 3D markers
on mobile phones
was presented by
Mathias Möhring
Nokia initiates
the Mobile
Augmented
Reality
Applications
(MARA) project
Wikitude started to
introduce the first
mobile-AR
application for
smartphones
SPRXmobile
launches Layar
Autonomy
demonstrated
Aurasma
publicly
Car manufacturers
begin to use AR as
the new age
vehicle service
manuals
Google announces
shipment of
Google Glass
devices for
customers, thus
starting the trend
of wearable AR
Microsoft
HoloLens
Developer Kit
and the Meta 2
Developer Kit set
to ship this year
A Brief History of Augmented Reality
Created based on Kipper and Rampolla (2013),
Jamali, Shiratuddin, and Wong (2014),
and Augment (2016)
1

3. A well-established definition of AR
by Azuma (1997, p. 356)
“AR allows the user to see the real
world, with virtual objects
superimposed upon the real world.
Therefore, AR supplements reality,
rather than completely replacing it.”
2

4. “A technology that superimposes
information onto the user’s
environment, for example, by
accessing the camera of a mobile
device and providing an augmented
or enhanced experience of reality”
(Hockly, 2016, p. 137).
3

5. A continuum of reality and virtuality, adapted from Milgram, Takemura,
Utsumi, and Kishino (1994), by Sheehy, Ferguson, and Clough (2014)
Virtual world
Augmented reality
Mixed reality
Augmented reality
Real world
4

6. Why AR?
A Brave
New
Augmented
World
5

7. More engaging & constructive learning
contexts
The students become active
participants
AR supplements formal educational
settings by facilitating open learning
opportunities
Duh and Klopfer (2013)
Manning, Powers, and Pedisich (2012)
Sommerauer and Müller (2014)
Augmenting Learning and
Edutaining through AR
6

8. AR use is aligned with recent
learning theories
Bower, Howe, McCredie, Robinson, and Grover (2014)
Dunleavy and Dede (2014)
Dunleavy, Dede, and Mitchell (2009)
Liao and Ho (2011)
7

9. Constructivist Learning Theory
Situated Learning Theory
Game-based Learning Theory
Inquiry-based Learning Theory
Cognitive Theory of Multimedia Learning Theory
8

10. Project Description:
An AR-Based Exploratory Case Study at
Osaka University
9

11. Osaka University Global English Online
(OUGEO)
Photo Credit: http://reallifeglobal.com/
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12. 11

13. 12Photo: https://goo.gl/ArLXd6

14. A Technology Survey
13

15. 14

16. 14 Groups of Five to Six Members
15

17. The total number of the participants: 71
35 (49.3%) males
36 (50.7%) females
mean age of 19 (ranging from 18 to 22).
all undergraduate students
majoring in humanities
mainly from the faculties of Letters, Law and Economics
56 (78.9%) never experienced using AR
67 (94.4%) had not known about BlippAR
Participants
16

18. A usage experience questionnaire, adapted from
Davis (1989), Venkatesh, Morris, Davis, and Davis
(2003), and Chow, Thadani, Wong, and Pegrum
(2015)
An open-ended feedback form
Observation
Instrumentation
17

19. After being trained on Blipp creation, the students
designed and generated their interactive AR-based
posters.
LearnAR-generated AR Content
18

20. Sample student-generated AR-based poster 1
Code: 238935
19

21. Items
Strongly
Disagree
Disagree Agree Strongly
Agree
1. I find BlippAR easy to use. 7.0% 43.7% 43.7% 5.6%
2. BlippAR makes learning English more
interesting.
4.2% 26.8% 57.7% 11.3%
3. Working with BlippAR is fun. 2.9% 22.5% 57.7% 16.9%
4. I do not like working with BlippAR. 11.3% 57.7% 26.8% 4.2%
5. My overall usage experience with BlippAR is
good.
2.8% 38.0% 56.3% 2.9%
6. Using BlippAR would improve my English. 8.4% 62.0% 26.8% 2.8%
Usage Experience
20

22. About half of the students (52.1%) were not sure
whether they would use BlippAR again outside the
class, and 28.2% of them said they were not
intending to.
The Subsequent Use of BlippAR
21

23. The qualitative data (i.e., open-ended feedback
and observations): AR could make the process of
English learning interesting and fun, but it cannot
directly improve their English.
A few students believed that AR could improve
their English skills as it provided more
opportunities for getting exposed to English and it
engaged all their auditory and visual senses.
Discussion
22

24. Overall, a positive user AR experience was reported
by the participants of this study.
Chow et al. (2015); Küçük, Yılmaz, and Göktaş (2014)
The participants found their AR experience as
interesting and pleasant, but about half of them also
found it difficult due to technical glitches (e.g., the
long loading time for some overlayed videos).
Li, Chen, Whittinghill, and Vorvoreanu’s (2014)
Discussion (Cont.)
23

25. Despite having technical challenges, this study
demonstrated that AR could engage students and
motivate them to learn.
Chow et al. (2015): AR can improve the level of
students’ engagement in learning.
Reinders and Lakarnchua (2014): AR has the potential
to increase students’ motivation, and with more
engagement and motivation comes the improvement
of English language skills.
Discussion (Cont.)
24

26. The participants got more engaged in the learning
scenario, and they found AR motivating and
enjoyable.
Using AR and getting students involved with
generating their own AR-based content may
improve the effectiveness of language learning.
It will be increasingly easier to bring more of AR
to the classroom in the near future.
Concluding Remarks and Future Vision
25

27. References
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28. References (Cont.)
Hockly, N. (2016). Focus on learning technologies. Oxford: Oxford University Press.
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29. References (Cont.)
Milgram, P., Takemura, H., Utsumi, A., & Kishino, F. (1994). Augmented reality: A class of displays on
the reality-virtuality continuum. In H. Das (Ed.), Proceedings of Telemanipulator and
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30. Photo: https://www.futurereadysingapore.com/2016/augmented-reality-and-the-rising-pokeconomy.html