Context aware technologies with AR

Context aware technologies have emerged in 21st century as a result of demanding shift from
decontextualized traditional approach to contextualized language learning and from computer based
(CALL) to mobile assisted (MALL) learning. Disadvantages of traditional teaching, such as
individual learning with few chances for real life and social interactions has been a great factor to
diminish and fade away learners’ interest in L2 learning. And to overcome this disadvantage, rise of
AR technologies have been successful in occupying a place in providing authentic opportunities for
language learning and teaching. AR in second language acquisition emphasizes on localized and
contextualized learning and for making meaningful connections to the real world.
According to Liu et al (2014) a “context” is the learning environment existing between a
mobile-learning application and learners. Integration of AR and context aware technology into
language learning has been done with an aim to motivate learners by transforming learning into a fun
activity. In addition to new and fresh experiences for learners, attempt to introduce contextualize
language learning with various other factors have contributed in enhanced learning. Factors such as
globalization, opportunities for designing pedagogical materials so to make connections and construct
knowledge between language, culture and history could be some examples. Different characteristics
of context aware apps are - behaviour tracking (to record online context-aware behaviour of learner in
real life world and socio-cultural interactions), seamless learning (no interruption in language learning
while moving) and sensor technology (providing services actively).
First revolutionary step in contextualized language learning was GPS based AR in language
learning (for example - digital tour guide) which came with opportunities for creating virtual tours of
culturally significant sites in L2. From these tours a gradual shift was done using location based apps
wherein learners have potentially more active role in L2. Some examples are ‘Mentira’ with ARIS
app (for maps and location based interactions), Taleblazer (for code shring) and Aurasma (for basic
tours with pictures and videos using markers). Various studies have found that involving learners in
game creation with AR has given positive results in language acquisition. Although, studies by
Holden and Sykes (2011, 2013), write that while there was only slight improvement in performance
on specific pragmatic behaviours, it was clear that playing the game did increase the students’
awareness of pragmatic issues in L2.
In the field of education, individualized learning has been gradually replaced by autonomous
learning in various socio-cultural environments. With the careful inculcation of AR based context
aware applications, knowledge will become constructed more actively and through socio-cultural
interactions it can be exchanged among learners. Various keywords such as system usefulness,
activity usefulness and activity playfulness have made context aware technologies a great option to try
for language learning.
 Context aware technology is a new concept and its long term effects such as learners’
behaviour, cognitive achievements in learners of different proficiency levels and learning styles,
effectiveness of learning, effect on self-efficacy are yet to be studied and observed. Moreover, future
studies are also to be planned to see how well and how effective assessment and evaluation could be
done using such platform.
Schmidt A., Adoo K. A., Takaluoma A., Tuomela U., Laerhoven K. V. , Velde WVD.:
Advanced interaction in context. In Proceedings of 1st international symposium on handheld
and ubiquitous computing. Springer, London, 89-101. (1999)