http://hdl.handle.net/10498/6735 2026-11-06T14:25:38Z http://hdl.handle.net/10498/37392 Embracing transition: The impact of emerging technologies on language learning pedagogies Berns, Anke; Valero Franco, Concepción Rapid technological advances require constant innovation and the creation of new products and services, the improvement of processes and the optimisation of resources. This constant evolution in all areas of society, including education, poses a persistent challenge to educators and institutions, requiring continuous adaptation of pedagogical models to accommodate technological advances while ensuring ethical and inclusive development. This paper outlines our journey as researchers, language teachers and instructional designers, focusing on the adoption of Extended Reality (XR) technologies and the development of several XR resources for our language learning courses. The resources were developed using two distinct end-user development (EUD) tools (e.g., CoSpaces, ARTutor) designed for non-programmers. This allowed for the creation of several apps specifically tailored to the needs of our language learners. Prior to their incorporation into the established corpus of learning materials, learners were provided with guidance on the technical and pedagogical functions of the apps. Subsequently, learners were encouraged to utilise them for their regular learning outside the classroom. Feedback was gathered using an adapted Technology Acceptance Model (TAM) questionnaire and several language assessment tests, which revealed a positive perception of the usability and usefulness of the resources for language learning. Data analysis using SPSSv27 highlighted the effectiveness of the resources, particularly in improving oral comprehension and production, although less impact was noted on writing skills. In addition, the study findings of the study highlight both the motivational and facilitative power of XR technologies to overcome traditional learning constraints and provide effective and engaging language learning experiences, as well as the transformative potential of XR and EUD tools in language teaching. The study advocates that teachers move from being passive users to proactive creators of XR-enhanced learning materials, and emphasises the importance of a balanced integration of digital and traditional resources tailored to learners’ needs. 2024-01-01T00:00:00Z http://hdl.handle.net/10498/37391 Enhancing language teaching with augmented reality: Insights from the ARIDLL project Gruber, Alice; Berns, Anke; Fominykh, Mikhail Augmented Reality (AR) enhances reality by incorporating digital elements, potentially improving the understanding of abstract or imperceptible concepts and problem-solving skills. Despite its potential, AR faces technological challenges and a lack of pedagogically-sound resources. In language education, AR offers multimodal environments that can boost motivation, engagement, and promote interactive and collaborative learning among peers. However, its adoption is limited due to insufficient AR literacy among teachers and a lack of resources. The Erasmus+ funded Augmented Reality Instructional Design for Language Learning (ARIDLL) project aims to address these gaps by establishing a professional community, providing AR training for teachers and instructional designers, and developing open educational resources. By utilising MirageXR, an open-source AR platform, the project facilitates AR integration into language teaching, fostering sustainable and innovative learning environments. This paper outlines the rationale for ARIDLL and showcases an AR activity developed for English for Specific Purposes. It concludes with a discussion of the project’s next steps to ensure the creation of pedagogically-sound AR learning activities for language teacher communities 2024-01-01T00:00:00Z http://hdl.handle.net/10498/32827 Creación de entornos virtuales conversacionales para el e-learning Baena Pérez, Rubén; Ruiz Rube, Iván; Mota Macías, José Miguel; Berns, Anke; Balderas Alberico, Antonio El aumento de las actividades virtuales ha evidenciado la necesidad de mejorar las experiencias en línea, como la ̃enseñanza de idiomas. Los Entornos de Aprendizaje Virtual (EVA) han avanzado gracias a tecnologías como la Realidad Virtual (RV) y los chatbots, pero su desarrollo requiere habilidades de programación avanzadas. Este trabajo introduce extensiones para MIT App Inventor que simplifican la creación de aplicaciones de aprendizaje móvil con chatbots en RV, incluyendo el monitoreo de la actividad estudiantil. Utiliza lenguajes de programación en bloques y diagramas de Notación y Modelado de Procesos de Negocio (BPMN). Las extensiones se probaron en la aplicación de aprendizaje de idiomas Let’s date!, que mostró ser efectiva en la enseñanza del alemán. 2024-06-18T00:00:00Z http://hdl.handle.net/10498/20946 Herramienta Virtual de Aprendizaje para el Entrenamiento del Lenguaje Normalizado en Inglés para las Comunicaciones Marítimas Balderas Alberico, Antonio; Losey León, María Araceli El lenguaje utilizado para la comunicación entre buques, buque-estación de tierra o buque-helicóptero es una actividad muy específica que requiere el uso de un compendio de frases normalizadas para las comunicaciones marítimas. En el ámbito académico, el entrenamiento y aprendizaje de este lenguaje queda muy alejado de la experiencia marítima real. Por un lado, difícilmente se puede entrenar por uno mismo y necesitas de otra persona para simular las interacciones que tienen lugar en el contexto marítimo. Por otro lado, al entrenar con otros estudiantes, ni todos tienen el mismo nivel ni llevan el mismo ritmo de aprendizaje. Para abordar estos problemas, en este trabajo se ha desarrollado la herramienta informática SMCP-Training para la formación en Inglés Marítimo. Esta herramienta se ha utilizado en dos asignaturas impartidas en la Escuela de Ingenierías Marina, Náutica y Radioelectrónica de la Universidad de Cádiz. Tanto los resultados recogidos tras su aplicación, como las impresiones de los estudiantes ofrecen evidencias positivas acerca de los beneficios de su uso como recurso primario para el aprendizaje y como refuerzo de lo aprendido. 2018-09-21T00:00:00Z