Augmented Reality, an experiential language learning encounter

Abstract: The democratisation and ubiquity of the smartphone has made it possible to integrate immersive technologies, including Augmented Reality (AR), into the language classroom. The effectiveness of AR has been extensively researched, but not always from a psychological point of view. This paper therefore aims to discuss the effectiveness of AR according to the user's degree of perception in a heterogeneous, multilingual teaching context that explicitly favours digital educational practices. To this end, quantitative and qualitative data collected through anonymous questionnaires from two case studies were analysed. This analysis points to the fact that the pedagogical role of the user of our case studies, i.e., as a learner or a (future) teacher, may influence the degree of perception of AR. In addition, the novelty and particularities of AR do not make it common and easily accessible, even for users familiar with other educational technologies. Hence the integration of AR requires progressive and proactive planning, including purely technical hands-on workshops for both sides of the classroom, to achieve the most satisfactory learning experience possible.