Eine Untersuchung Zum Einsatz Von Augmented Reality In Daf-Lehrwerken

Abstract

The Augmented Reality phenomenon is simply the integration of the real world environment with virtual images. The developments in the field of augmented reality (AR)-supported language education are still in their infancy. The aim of this thesis is to determine the criteria by which new technological methods and content such as AR should be integrated into foreign language textbooks and other language teaching materials. The criteria in this thesis are to determine the criteria by which new technological methods and content such as AR should be integrated into foreign language textbooks and other language teaching materials. This thesis will help to evaluate AR-supported foreign language textbooks in terms of pedagogical, didactic and technical aspects. Qualitative research method was preferred in this study. In addition, two types of analysis descriptive and explanatory research were used. Both document analysis textbook analysis and open-ended questions were used as qualitative data collection methods. The data of the open-ended questions were determined by qualitative content analysis. In this thesis, there are three hypotheses. For the first hypothesis, document analysis was used; for the second hypothesis, literature review was used; and for the third hypothesis, analysis of open-ended survey was used. According to the findings obtained as a result of the analyzes, all hypotheses were confirmed in the thesis. AR systems integrated into foreign language teaching materials are not AR-supported materials in the scientific sense. In order to use AR-assisted foreign language teaching effectively, three basic principles (multimedia learning principles, learning strategies principles and technical principles of AR) should be taken into consideration. In order for AR-supported foreign language education to be used widely and with the desired system competence, costly studies are necessary for groups working.