In this article, we present a systematic review of literature on augmented reality (AR) supported for early language learning. We analyzed a total of 53 papers from 2010 to 2019 using qualitative analysis with complementary descriptive quantitative analysis. Our findings revealed three main AR learning activities: word spelling games, word knowledge activities, and location-based word activities. Our findings also uncovered five main design strategies: three-dimensional multimedia content, hands-on interaction with physical learning materials, gamification, spatial mappings, and location-based features. Several combinations of design and instructional strategies tended to be effective: Learning gains were enhanced by using three-dimensional multimedia with advanced organizers (presentation strategy) and/or using location-based content with learners’ self-exploration (discovery strategy); and motivation was enhanced by using game mechanisms with discovery strategy. We suggest that future designers of AR early language applications should move beyond these basic approaches and consider how unique benefits of AR may be applied to support key activities in early language learning while also considering how to support sociotechnical factors such as collaboration between teachers and learners and different learning contexts. We conclude with a discussion of future directions for research in this emerging space.

We examine the user experience, learning effectiveness, learning behaviors, and learning motivation of 54 young adults in pairs using an immersive virtual reality (IVR) environment and a multi-touch tabletop (MTT) to gain a cultural-historical understanding of the traditional Chinese paintings, Spring Morning in the Han Palace and The Night Revels of Han Xizai respectively. We used mixed methods of knowledge assessments, questionnaires, observation, and interviews to collect and analyze data. The results reveal the IVR environment significantly increased the learning effectiveness and motivation compared to the MTT system, particularly in tasks related to recall of details or spatiality. The IVR design incorporates five learning scenes, and as part of this aspect, the qualitative results indicate users in the IVR condition (1) developed a variety of exploratory and embodied learning strategies; (2) quickly switched their attention to the central learning content, and (3) had equitable interactions in collaborative learning. This research contributes to the potential of IVR learning effectiveness and associated design considerations to learn traditional cultural heritage.

Tangibles may be effective for reading applications. Letters can be represented as 3D physical objects. Words are spatially organized collections of letters. We explore how tangibility impacts reading and spelling acquisition for young Anglophone children who have dyslexia. We describe our theory-based design rationale and present a mixed-methods case study of eight children using our PhonoBlocks system. All children made significant gains in reading and spelling on trained and untrained (new) words, and could apply all spelling rules a month later. We discuss the design features of our system that contributed to effective learning processes, resulting in successful learning outcomes: dynamic colour cues embedded in 3D letters, which can draw attention to how letter(s) position changes their sounds; and the form of 3D tangible letters, which can enforce correct letter orientation and enable epistemic strategies in letter organization that simplify spelling tasks. We conclude with design guidelines for tangible reading systems.

Tangible User Interfaces (TUIs) have been suggested to have the potential to support learning for children. Despite the increasing number of TUI reading systems there are few design guidelines for children, especially for those with dyslexia (a specific difficulty in language acquisition skills). In this paper we discuss four design opportunities and five design recommendations for designing tangible reading systems for children, particularly those with dyslexia. We ground our analysis using theories of the causes and interventions for dyslexia, best multisensory training practices and existing research on TUIs that support learning to read for children. We describe our tangible reading system, called PhonoBlocks, focusing on two core design features which take advantage of these opportunities. We also describe how we iteratively fine-tuned the details of our design based on our recommendations, an expert review and feedback from tutors who work with children with dyslexia every day. We include a discussion of design trade-offs in our process. This design rationale paper contributes to the growing research on designing tangible spelling and reading systems for children.

Creative storytelling is a crucial learning activity for children. We conducted formative research with three teachers and 18 children and derived five design implications. Based on the findings, we developed StoryPrompt, an interactive system that enables elementary children to co-create stories and comics with generative AI, aiming to enhance their literacy and creativity. The preliminary evaluation, involving eight children and three HCI experts, demonstrated good system usability and children's satisfactory learning experience. We discuss the advantages and considerations of our design features in using generative AI to empower creative storytelling for elementary children.

This paper describes the design of a virtual reality learning environment that reconstructs a traditional Chinese painting, Spring Morning in the Han Palace, using a head-mounted platform. The issues of art styles, enhanced interpretation and interaction design strategies that may impact learning experience are considered. We discuss the future plan for conducting user studies with young undergraduate students.