Augmented reality (AR) and virtual reality (VR) are constantly expanding into various fields of education. Thanks to AR and VR, we can now bring a whole new dimension to the realm of language education resulting in enhanced learning and increased motivation and engagement, as evidenced in the literature (Godwin-Jones, 2016). With ubiquitous devices such as smartphones and inexpensive VR headsets, we are able to take a step forward in blurring the boundaries between the real and the virtual world, giving our students immersive learning experiences. However, similar to any new technology introduced, many ELT practitioners are not familiar with or keen on integrating AR/VR-related learning tools and resources into their classes. In order to get the audience more acquainted with AR/VR uses in language education, the presenter will first outline the basic concepts within this area of research and practice. She will continue with demonstrating an AR mobile application, Blippar, and a VR application, Google Expeditions, using smartphones and Google Cardboard. She will also discuss the use of these apps in language learning contexts while providing ideas for augmented/virtual-reality-enhanced classroom tasks and activities. Finally, JALT’s newly formed Mixed, Augmented, Virtual Realities in Learning (MAVR) SIG will be introduced as a way for attendees to further explore AR and VR applications in language pedagogy. Godwin-Jones, R. (2016). Augmented reality and language learning: From annotated vocabulary to place-based mobile games. Language Learning and Technology, 20(3), 9-19.

1. Augmented/Virtual
Reality Promises for ELT
Practitioners
44th Annual
International
JALT Conference
November 25, 2018
Mehrasa
Alizadeh
Osaka University

2. About Me
JALT Member since 2016
Osaka JALT Treasurer
MAVR SIG Treasurer
PanSIG PR Chair
2

3. Contents
3
Basic
Concepts
AR
Blippar
VR
Expeditions

4. Augmented and
Virtual Realities
Basic Concepts
1
Photofrom:https://www.consagous.com/wp-content/uploads/2017/09/AR-vs-VR-1.jpg

5. The Reality-Virtuality (RV)
Continuum
5
Real
Environment
Virtual
Environment
Augmented
Reality (AR)
Augmented
Virtuality (AV)
Mixed Reality (MR)
(Milgram, Takemura, Utsumi, & Kishino, 1994)

6. Virtual Reality
with Google Expeditions
2

7. Virtual Reality
“Virtual reality (VR) is an immersive
computer-enabled technology that
replicates an environment and
allows a simulation of the user to
be present and interact in that
environment.”
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(Lloyd, Rogerson, & Stead, 2017)

8. Why Virtual
Reality?
8

9. ◇ Situated learning
◇ Embodied interaction
◇ Immersion
Paul Driver on
Virtual Reality
◇ Active engagement
◇ Experiential learning
◇ Spatial Affordance
9
There are several pedagogical theories to
support the use of interactive media such
as virtual reality.
(Cambridge University Press ELT, 2018)

10. Affordances of
Virtual Reality
◇ Tasks that would not be possible in the real world
◇ Enhanced motivation and engagement
◇ Contextualized learning
◇ Effective collaborative learning
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(Lloyd, Rogerson, & Stead, 2017)

11. 11
Oculus
Rift
Oculus
Go
HTC
Vive
PlayStation
VR
Google
Cardboard

12. Google
Expeditions
12

13. Google Expeditions:
Over a million students,
on trips to virtually anywhere
13

14. What is Expeditions? (1)
◇ Expeditions is a VR platform designed for
education.
◇ Using Expeditions, you can take your students
on virtual trips.
◇ The expeditions consist of 360° degree photos
annotated with descriptions and marked with
specific points of interest called “spaces”.
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15. ◇ What makes the expeditions even more
engaging is that they are not just tours to
majestic places like Mount Everest or Mars.
◇ The app can take you and your students to
places you may not be able to get to due to
lack of time, geographic distance, and safety
issues.
15
What is Expeditions? (2)

16. How to Set Up
Expeditions
16
Teacher Student

17. Mount Everest Expedition:
Students’ View
17
MagicWindowMode

18. 18
Mount Everest Expedition:
Teacher’s View

19. 19

20. 913 VR Expeditions as of
November 9, 2018
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Arts &
Culture
Colleges
Science
Environment
The World
Today
Landscapes
Careers

21. Google Expeditions
Community
21

22. 22
Hands-on Experience!

23. If you have already
installed the app,
thank you! 
If you haven’t,
23

24. Mehrasa5GHz
Pass: JALT2018
Please connect to this
network.
24

25. 25
Mehrasa5GHz
Mehrasa5GHz

26. Create your own
virtual tours!
26

27. But How?
1. Use Google Maps.
2. Take your own 360-degree
photos/videos with spherical
cameras.
27

28. Augmented Reality
with Blippar
3

29. AR Platforms
29

30. BlippAR
30

31. 31
BlippBuilder
https://www.blippar.com/build-ar

32. Advantages
◇ Free use of BlippBuilder
◇ Ability to experience Blipps for free
using a test code
◇ Option to publish live with a paid
upgrade
32

33. BlippAR
Tutorial
33

34. 34
Create an account.

35. 35
Start a new project.

36. 36
Open your project.

37. 37
Create your first Blipp.

38. 38
Select Blippbuilder.

39. 39
Upload a marker.

40. 40
Or autogenerate one.

41. What is a marker?
◇ A marker is a real-world image or object
you will use to reveal your blipp.
41
Marker Requirements
◇ PNG or JPEG format
◇ Less than 0.5 MB
◇ Accepts RGB, not CMYK
◇ Between 300-800 pixels in width and
height.
◇ Not a transparent background.

42. 42
Good Marker Bad Marker

43. What makes a
good marker? (1)
◇ The busier, more complex and unique a
marker is, the better.
◇ Photos make great markers.
◇ Images with lots of contrast, angles
and reference points for the app to
recognize also work well.
43

44. What makes a
good marker? (2)
◇ For print markers, use a full poster,
flyer or press page rather than small
elements or images within it.
44
Check out Blippar Help on
“Choosing a Marker”.

45. 45
Upload an asset.

46. 46
Add the asset to your marker.

47. 47
Customize the settings.

48. 48
For example, change opacity.

49. 49
Click preview and add test codes.

50. 50
Publish to test.

51. 51
More options to explore.

52. 52
For example, see version history.

53. 53
Enter the code and scan the Blipp.
JALT
2018

54. 54

55. In ELT contexts, AR has
been used to create:
◇ Campus tours (Reinders, Lakarnchua &
Pegrum, 2015)
◇ Location-based games (Holden & Sykes,
2011)
◇ Augmented posters (Alizadeh, Mehran,
Koguchi, & Takemura, 2017)
55

56. Mixed, Augmented,
and Virtual Realities
in Learning (MAVR)
56
https://x.co/mavrsig

57. “
Tell me and I forget,
Teach me and I may remember,
Involve me and I learn!
57
Benjamin Franklin

58. Recommended Reading
Bonner, E., & Reinders H. (2018). Augmented and virtual reality in the
language classroom: Practical ideas. Teaching English with Technology,
18(3), 33-53.
Godwin-Jones, R. (2016). Augmented reality and language learning: From
annotated vocabulary to place-based mobile games. Language
Learning and Technology, 20(3), 9-19.
Hawkinson, E., Mehran, P., Alizadeh, M. (2017). Using MAVR to bring new
dimensions to the classroom. The Language Teacher, 41(3), 30-32.
58

59. References
Alizadeh, M., Mehran, P., Koguchi, I., & Takemura, H. (2017). Learning
by design: Bringing poster carousels to life through augmented
reality in a blended English course. In K. Borthwick, L. Bradley, & S.
Thouësny (Eds.), CALL in a climate of change: Adapting to turbulent
global conditions – Short papers from EUROCALL 2017 (pp. 7-12).
Dublin, Ireland: Research-publishing.net.
Cambridge University Press ELT. (2018, April 19). A new perspective:
Virtual reality and transmedia spherical video in teacher training
[Video file]. Retrieved from https://youtu.be/DXDCUTLi6WY
Holden, C. L., & Sykes, J. M. (2011). Leveraging mobile games for
place-based language learning. International Journal of Game-
Based Learning, 1(2), 1-18. doi: 10.4018/ijgbl.2011040101
59

60. References
Lloyd, A., Rogerson, S., & Stead, G. (2017). Imagining the potential for
using virtual reality technologies in language learning. In M. Carrier,
R. M. Damerow, & K. M. Bailey (Eds.), Digital language learning and
teaching: Research, theory, and practice (pp. 222-234). New York,
NY: Routledge.
Milgram, P., Takemura, H., Utsumi, A., & Kishino, F. (1994).
Augmented reality: A class of displays on the reality-virtuality
continuum. In H. Das (Ed.), Proceedings of SPIE: Vol. 2351.
Telemanipulator and Telepresence Technologies (pp. 282-292).
Bellingham, WA: SPIE.
Reinders, H., Lakarnchua, O., & Pegrum, M. (2015). A trade-off in
learning: Mobile augmented reality for language learning. In M.
Thomas & H. Reinders (Eds.), Contemporary task-tased tanguage
teaching in Asia, (pp. 244-256). London, England: Bloomsbury.
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61. Thanks!
Any questions?
You can find me at:
◇ @mehrasaalizadeh
◇ alizadeh.mehrasa@lab.ime.cmc.osaka-u.ac.jp
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