Process of Creating Augmented/Virtual Reality Integrated Teaching Material

  Incorporating Augmented Reality (AR) and Virtual Reality (VR) into educational materials has transformed the learning experience, making lessons more engaging and interactive. Recently, I developed an AR/VR integrated teaching material designed for high school English prep students (A2 level). The goal was to create an immersive activity where students could explore a city abroad while practicing language skills in a meaningful context. The process began with selecting a city abroad for virtual exploration. I chose Paris, given its rich history and easily accessible AR/VR resources. To start, I introduced two iconic landmarks: Eiffel Tower and the Louvre Museum. Pictures of these landmarks were placed on a handout, each linked to a 3D object and a 360-degree video. The aim was to let students virtually explore the landmarks while answering carefully crafted questions such as:

• When was it built?

• Who built it?

• Would you visit this landmark? Why or why not?

This approach encouraged students to engage with the visuals actively while practicing question comprehension and sentence construction. I included a virtual museum visit. The Louvre Museum was featured with a linked 360-degree video. Students were prompted to explore the museum virtually and answer questions like:

• Choose your favorite artifact and describe it.

• Why did you choose this artifact?

• What emotions does it evoke?

This activity not only expanded their vocabulary but also fostered critical thinking and emotional expression. I also added the link of the worksheet

To enrich cultural exposure further, I introduced croissant through an video. Students explored dishes like fish and chips and answered questions about their ingredients and historical significance. Challenges did arise during the creation process. Some students initially faced technical difficulties accessing the AR/VR content, which required troubleshooting and offering alternative links. Additionally, crafting questions that were both linguistically accessible and stimulating for A2 learners demanded thoughtful consideration. Despite these minor issues, the material proved highly suitable for the target audience. It successfully combined language practice with cultural exploration, visual learning, and creativity. Using 3D objects and 360-degree videos kept students visually engaged. Introducing landmarks, museums, and cuisine broadened cultural awareness also carefully crafted questions reinforced reading comprehension, sentence formation, and descriptive writing and AR/VR elements allowed students to explore and learn actively.

Overall, AR/VR integration enriched the language learning experience by making lessons immersive, memorable, and fun. It also provided a platform for creative expression and personal involvement, essential elements for meaningful language acquisition.