Augmented Reality stories for language learning

Abstract

Digital formats combined with appropriate teaching strategies stimulate the acquisition of skills associated with second language learning for immigrant children in Primary Education. The inquiry starts from an essay in which Primary Education students experience augmented reality stories by designing a teaching strategy that integrates them in order to know their educational possibilities and be able to evaluate them. For this, a significant qualitative and quantitative study is carried out in order to know the individual assessment of the students about these tools themselves and for mother tongue or second language learning through the corresponding reflections in a portfolio and through an online semi structured interview (quantitative and qualitative). The data processing has been carried out using the qualitative program QDA Miner 4.1. The results confirm the advantages of these digital tales with regard to the acquisition of literacy skills, as well as the motivation of the students. The group of students shows a significant favourable inclination considering these formats as a tool for learning language after having experienced them in the classroom, as well as a greater interest in their own teaching-learning process.