CALICO Journal, Vol 35, No 3 (2018)

ARIS: A Tool to Promote Language Learning Through AR Gaming

Bernadette Perry
Issued Date: 17 Sep 2018


Producer Details:ARIS/Field Day1025 West Johnson Street, Madison, Wisconsin 53706https://fielddaylab.wisc.eduTwitter: @fielddaylab

Download Media


DOI: 10.1558/cj.36318


ARIS datastudio (2018). Retrieved from

Bacca, J., Baldiris, S., Fabregat, R., & Graf, S. (2014). Augmented reality trends in education: A systematic review of research and applications. Journal of Educational Technology & Society, 17(4), 133–149.

Dunleavy, M., & Dede, C. (2014). Augmented reality teaching and learning. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (pp. 735–745). New York: Springer.

Field Day. (2018). Retrieved from

Gagnon, D. (2010). ARIS: An open source platform for developing mobile learning experiences (thesis). University of Wisconsin at Madison.

Holden, C. (2015). ARIS: Augmented reality for interactive storytelling. In C. Holden, S. Dikkers, J. Martin, B. Litts, et al. (Eds.), Mobile Media Learning: Innovation and Inspiration (pp. 68–83). Pittsburgh, PA: Carnegie Mellon University.

Holden, C., & Sykes, J. (2011). Leveraging mobile games for place-based language learning. International Journal of Game-Based Learning (IJGBL), 1(2), 1–18.

Klopfer, E., & Squire, K. (2008). Environmental detectives—the development of an augmented reality platform for environmental simulations. Educational Technology Research and Development, 56(2), 203–228.

Lantolf, J. & Thorne, S. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.

Nelson, T. (2018). Paris Occupé Profs. Retrieved from

Perry, B. (2015a). Gamifying French language learning: A case study examining a quest-based, augmented reality mobile learning-tool. Procedia-Social and Behavioral Sciences, 174, 2308–2315.

Perry, B. (2015b). Effet de l’implémentation d’explorez, jeu basé sur la quête et la réalité augmentée, sur la motivation d’apprenants de français langue seconde (FL2): Une étude de cas. (Master’s thesis) Victoria, BC: University of Victoria.

Shea, A. M. (2014). Student perceptions of a mobile augmented reality game and willingness to communicate in Japanese. Malibu, CA: Pepperdine University.

Vygotsky, L. S. (1986). Thought and language (revised edition). Cambridge, MA: MIT Press.


  • There are currently no refbacks.

Equinox Publishing Ltd - 415 The Workstation 15 Paternoster Row, Sheffield, S1 2BX United Kingdom
Telephone: +44 (0)114 221-0285 - Email:

Privacy Policy