More Than Words: Dual-Language Vocabulary Instruction via Augmented Reality

• In Event: Disrupting the Status Quo in Vocabulary: Radically Rethinking "What," "Who," and "How" for Vocabulary Instruction

Abstract

Children learn vocabulary in a new language best when provided with definitions in their first language (Carlo et al., 2004). Additionally, decades of research indicates that continued support in a child’s first language in addition to English language instruction results in higher achievement outcomes (Burchinal et al., 2012; Carlo et al., 2004). However, providing dual language vocabulary instruction can present a challenge in the U.S., as there is a shortage of bilingual teachers (Barth et al., 2016) and teachers are unlikely to be proficient in all students’ home languages. At present, approximately 60% of US dual language learner children speak Spanish at home, while the remaining 40% speak hundreds of different languages. Shifting migration trends (decreasing from Mexico, increasing from Africa, Asia; Park, Zong & Batalova, 2018) are further intensifying the need for novel solutions to support “super diverse” classrooms.
The current study presents iterative design data and child acceptance data for a novel Augmented Reality (AR) application (app) that combines dual language vocabulary flashcards with child-friendly AR animated pedagogical agents act as “teachers” (Authors, 2019). The app provides both audio (spoken definitions, expanded descriptions, sounds) and visual (multiple pictures, 3D animations, videos) support. Animated 3D characters deliver robust supporting explanations and clear definitions in the first language, relevant visual supports, multiple examples of the word in different contexts, and an additional activity or opportunity to use and remember the word.
Six Spanish-speaking parent-child dyads took part in a one-hour research session. Baseline word knowledge in Spanish and English was evaluated prior (pre-test). Children played with the app and cards, took part in shared dialogic book reading, and word knowledge was measured again (post-test). Parents were interviewed regarding their attitudes toward dual language instruction, the app, and technology for language and educational instruction more generally.
Preliminary findings indicate that children enjoyed playing with the cards and used the AR app after the first demonstration. All were able to identify new target words in the text during dialogic reading. Five of six participants were able to provide definitions of previously unknown English words after instruction, either in Spanish or English. Parents also reported that they enjoyed using an AR app with their child. Interestingly, while most parents did not know the English vocabulary items prior to using the AR app, some learned the target words while using the app and then provided first language scaffolding and explicit instruction during shared reading. Data from parent interviews indicate social validity and parent acceptance.
AR offers unprecedented opportunities to deliver highly differentiated, child-friendly, interactive, dual language vocabulary instruction. AR functions are uniquely situated to enhance learning by offering multimedia content, possibilities for differentiation, and easy alignment with existing materials. AR apps, such as ours, have the potential to allow teachers to provide supporting first language instruction, even when bilingual practitioners are unavailable.

Authors

• Sara A Smith, University of South Florida

• Maria S. Carlo, University of South Florida - Tampa

• Sanghoon Park, University of South Florida