Exploring Augmented Reality Affordances for Media Literacy in the EFL Context

Authors

DOI:

https://doi.org/10.34190/ecel.21.1.673

Keywords:

augmented reality, media literacy, EFL, secondary education, instructional design

Abstract

The ever-evolving information and communication technologies (ICTs) have affected the learners’ preferences for on-demand and on-the-spot access to information that challenge the traditional classroom practices and call for a reconstruction of curricula. New educational approaches are to be encompassed so as to align with the tech-savvy Generation Z needs and the contemporary digitized world that demands competences and skills for successful and well-informed personal and professional choices. Nevertheless, consumption and creation of new knowledge in the plethora of the new crowdsourced information ecosystem have to be critically accessed, analyzed, evaluated, and leveraged so as to lead to creativity and innovation. This paper is a report of the design of an educational intervention with the intent to enhance students’ media literacy skills in the English as a Foreign Language (EFL) secondary education context leveraging immersive technologies. In the first part there is a review of related work leveraging AR affordances in the EFL context. The second part explores the instructional design and pedagogical framework that AR assets can enrich a course material on media literacy for inclusive education practices taking into consideration students’ preferences on their learning process.

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Published

2022-10-21