From Users to Creators: Harnessing Extended Reality and End-User Development Tools in Language Education

Abstract

Extended Reality (XR) technology enhances language learning by offering engaging and immersive experiences. However, commercial XR applications (apps) often fail to address the specific needs of language learners. To bridge this gap, educational development tools like CoSpaces and ARTutor enable educators to create XR resources tailored to their learners. This study examined the suitability of three self-developed XR apps, created with CoSpaces and ARTutor, to enrich the teaching-learning process alongside traditional resources. The apps were tested with 90 tertiary-level German language learners as end-users. Data was collected using a questionnaire based on Davis' (1989) Technology Acceptance Model to evaluate the apps’ usefulness and learning impact, along with open-ended questions about potential improvements and preferences compared to traditional learning resources. A mixed-method approach, combining quantitative and qualitative data analysis, was used to analyse the data. Findings indicate that learners benefit from integrating digital and traditional materials. This highlights the need for a balanced approach that combines interactive apps with textbooks and face-to-face activities to address diverse teaching and learning requirements. The provision of varied and complementary resources is therefore key to effective language learning.