Virtual reality and augmented reality offer new possibilities for making language learning more immersive, dynamic, and closely connected to real-life contexts of use. This study draws on the experience of two university lecturers who, despite having no specific training in programming, progressed from using existing digital resources to developing their own educational applications.
Using tools such as CoSpaces and ARTutor, they designed two activities for A1-level German students: 360º-Sightseeing Tour, based on virtual reality and panoramic tours of the city of Cádiz, and Who am I?, an augmented reality activity focused on describing and guessing characters.
The study analyses the experience of 72 university students and evaluates four key dimensions: ease of use, enjoyment, usefulness, and intention to continue using these tools. The results show a very positive assessment of both applications.
More than 94% of participants considered both the virtual reality and augmented reality activities to be useful for learning, while around 95% perceived them as motivating. Students particularly highlighted their ability to facilitate learning, make it faster, and turn language practice into a more engaging and enjoyable experience.
The comparison between the two technologies revealed no significant differences in either usefulness or motivational potential, suggesting that their educational value depends less on whether virtual or augmented reality is used and more on how these tools are designed and integrated into teaching. The study also highlights how accessible development platforms can enable teachers themselves to create resources tailored to their needs without having to rely constantly on IT specialists.
Nevertheless, the authors point to the need for larger samples and longer-term studies that can assess more precisely the impact of these applications on academic outcomes and compare them with other educational resources.
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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. RIED-Revista Iberoamericana de Educación a Distancia, 27(1), 163–185. https://doi.org/10.5944/ried.27.1.37668
