The research presented here delves into the potential of virtual reality (VR) and augmented reality (AR) in language teaching, leveraging accessible tools such as CoSpaces and ARTutor.
Through two applications—a 360º sightseeing tour and a character identification experience—the study illustrates the capacity of these technologies to revolutionize language acquisition, moving beyond traditional learning methods.
The findings reveal a significant boost in student motivation and the development of communicative competencies. Beyond vocabulary acquisition, these immersive experiences foster transversal skills such as critical thinking and adaptability, establishing a pedagogical model where technology is seamlessly integrated as a structural element of the learning process rather than merely a supplementary tool.
The conclusions point to a promising trajectory for digital higher education. The scalability of the implemented technological solutions paves the way for further research, highlighting the need for longitudinal studies to deepen understanding of the impact of VR and AR.
This study calls for a reflective and strategic integration of emerging technologies, acknowledging their potential to reshape contemporary pedagogical practices.
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How to cite: Valero-Franco, C., & Berns, A. (2024). Development of virtual and augmented reality apps for language teaching: A case study. [Desarrollo de apps de realidad virtual y aumentada para enseñanza de idiomas: Un estudio de caso]. RIED-Revista Iberoamericana de Educación a Distancia, 27(1), 163-185. https://doi.org/10.5944/ried.27.1.37668
