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Becoming equipped with skills and tools to integrate AR in the language classroom, teachers can customize this emergent technology, avoiding the situation where AR learning design is mainly managed by information technologists, that ignore students' needs and have a limited understanding of effective pedagogies.

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However, initial findings highlighted the need of long-term, ongoing training for teachers and the necessity for open-source, code free, mobile AR platforms specifically designed for language educators. In line with other researches, the pilot study showed that according to teachers' perceptions, AR has the potential to enhance student motivation. Therefore, the investigation aimed to highlight the perspective of educators when engaged in the process of designing and implementing Mobile AR (MAR) for the language classroom. On the other hand, the most explored target languages are English and Chinese and although new languages are being investigated, the study of AR for the Teaching of Italian as a Foreign Language (TIFL) is limited. Moreover, the majority of teachers are unfamiliar with this emergent technology and their role as AR designers and facilitators is still a critical factor. Despite the plethora of advantages that AR has demonstrated in a number of disciplines, its implementation for foreign language education is still limited. This paper proposes a future Mixed Reality Space that combines these technologies and will allow both lecturers and students to maintain a joint space supporting the constructivist teaching and the traditional approaches.Īugmented Reality (AR) is an emergent technology that is revolutionizing the educational environment. This was achieved using inexpensive reflective films allowing for projection onto glass. Webcams, 360 panorama video and 2D holograms create a shared space that will allow 2D holographic lecturers to be a virtual entity in the real world lecture room.

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Users would able to explore this space utilising different interfaces, from a desktop interface to a full 3D immersive interface, using the HTC VIVE.

The first step in order to create this space was to model a real world location that could also be used as a Mixed Reality Campus this was carried out using 3D modelling tools and runs a simulation using a game engine that supports the Oculus VR HMD / VIVE HMD. The work presented here is to discuss the current state of technologies and explore the multiple issues, both social and technical, of providing such a resource to students in the future. In a world where the increasing use of Massive Open Online Courses (MOOC) are beginning to compete with traditional university education, due in part to the rapid increase in student fees across the world, is there a middle ground where the advantages of MOOC's can be balanced with advantages of traditional teaching spaces? This future mixed reality space diverges from other Multi-User Virtual Learning Environments (MUVLE) by aiming to create mixed reality spaces in which the lecturer and students can not only be virtually present anywhere in the world, but also be physically present. This paper outlines a Tele-presence framework to facilitate teaching in future mixed reality spaces.