BEGIN:VCALENDAR VERSION:2.0 PRODID:-//events.la.psu.edu//EN CALSCALE:GREGORIAN BEGIN:VTIMEZONE TZID:America/New_York BEGIN:STANDARD DTSTART:20201101T020000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 RRULE:FREQ=YEARLY;BYMONTH=11;BYDAY=1SU END:STANDARD BEGIN:DAYLIGHT DTSTART:20200308T020000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=2SU END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT UID:14601-a30665ad973814c124471917d70e9b66@events.la.psu.edu DTSTAMP:20260516T131326Z DTSTART;TZID=America/New_York:20250326T160000 DTEND;TZID=America/New_York:20250326T173000 SUMMARY:CALPER Advances in World Language Pedagogy: Jayoung Song DESCRIPTION:\nAbstract:\n\nThis presentation will share research finding s on the effects of augmented reality (AR) and print-based games on read ing engagement in the context of foreign language learning. It will also showcase the design and development of a narrative-driven AR mobile gam e tailored for language education and explore its pedagogical implicatio ns.\n\nBuilding on the principles of game-based and problem-based learni ng\, this study examined the effects of an augmented reality (AR) mobile game and its printed counterpart on students’ reading engagement. To ac hieve this\, a narrative-driven mystery AR mobile game was designed and implemented using the Analysis\, Design\, Development\, Implementation\, and Evaluation (ADDIE) framework. The participants included thirty-thre e undergraduate students learning Korean as a foreign language. Among th em\, nineteen students played the AR version of the game\, while fifteen engaged with the printed version. Following the activities\, both group s completed various assessments\, including reading engagement surveys w ith Likert-scale items\, adjective checklists\, and interviews. The find ings revealed that both groups displayed similar levels of behavioral\, cognitive\, and emotional reading engagement\, as well as positive attit udes toward reading\, with no statistically significant differences betw een the groups. However\, the qualitative data highlighted variations in participants’ perceptions of each mode.\n\nThe presentation will discus s how immersive technologies\, such as AR\, can enhance engagement in fo reign language education while highlighting the enduring value of tradit ional print-based methods.\n\nBio:\n\nJayoung Song is a Watz Early Caree r Professor and an Assistant Professor of Korean and Applied Linguistics at Penn State. Her research focuses on Korean applied linguistics\, tec hnology-enhanced language learning—particularly with virtual and augment ed reality—intercultural communication\, and second language reading. Sh e actively contributes to professional communities\, serving as a review er for various academic journals and as a member of the editorial boards of Linguistic Research. Additionally\, she serves on the Executive Boar d of the American Association of Teachers of Korean (AATK) for the 2022– 2025 term.\n\nFor more details: https://events.la.psu.edu/event/calper-j ayoung-song/ X-ALT-DESC;FMTTYPE=text/html:

Abstract:

This presentation will share research findings on the effects of augmen ted reality (AR) and print-based games on reading engagement in the cont ext of foreign language learning. It will also showcase the design and d evelopment of a narrative-driven AR mobile game tailored for language ed ucation and explore its pedagogical implications.

Building on the principles of game-based and problem-based learning, this study examined the effects of an augmented reality (AR) mobile game and its printed co unterpart on students’ reading engagement. To achieve this, a narrative- driven mystery AR mobile game was designed and implemented using the Ana lysis, Design, Development, Implementation, and Evaluation (ADDIE) frame work. The participants included thirty-three undergraduate students lear ning Korean as a foreign language. Among them, nineteen students played the AR version of the game, while fifteen engaged with the printed versi on. Following the activities, both groups completed various assessments, including reading engagement surveys with Likert-scale items, adjective checklists, and interviews. The findings revealed that both groups disp layed similar levels of behavioral, cognitive, and emotional reading eng agement, as well as positive attitudes toward reading, with no statistic ally significant differences between the groups. However, the qualitativ e data highlighted variations in participants’ perceptions of each mode.

The presentation will discuss how immersive technologies, such as AR, can enhance engagement in foreign language education while highligh ting the enduring value of traditional print-based methods.

Bio:

Jayoung Song is a Watz Early Career Professor and an Assistant Prof essor of Korean and Applied Linguistics at Penn State. Her research focu ses on Korean applied linguistics, technology-enhanced language learning —particularly with virtual and augmented reality—intercultural communica tion, and second language reading. She actively contributes to professio nal communities, serving as a reviewer for various academic journals and as a member of the editorial boards of Linguistic Research. Additionall y, she serves on the Executive Board of the American Association of Teac hers of Korean (AATK) for the 2022–2025 term.

For more details: https://eve nts.la.psu.edu/event/calper-jayoung-song/

URL:https://calper.la.psu.edu/professional-development/advances-in-world-lan guage-pedagogy/2025-2/ END:VEVENT END:VCALENDAR