AHCI RESEARCH GROUP

Publications

Papers published in international journals,
proceedings of conferences, workshops and books.

OUR RESEARCH

Scientific Publications

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2025

Bendarkawi, J.; Ponce, A.; Mata, S. C.; Aliu, A.; Liu, Y.; Zhang, L.; Liaqat, A.; Rao, V. N.; Monroy-Hernández, A.

ConversAR: Exploring Embodied LLM-Powered Group Conversations in Augmented Reality for Second Language Learners Proceedings Article

In: Conf Hum Fact Comput Syst Proc, Association for Computing Machinery, 2025, ISBN: 979-840071395-8 (ISBN).

Abstract | Links | BibTeX | Tags: Augmented Reality, Augmented Reality (AR), Embodied agent, Embodied Agents, Language learning, Language Model, Large language model, large language models (LLMs), Population dynamics, Second language, Second Language Acquisition, Second language learners, Social dynamics, Turn-taking

@inproceedings{bendarkawi_conversar_2025,

title = {ConversAR: Exploring Embodied LLM-Powered Group Conversations in Augmented Reality for Second Language Learners},

author = {J. Bendarkawi and A. Ponce and S. C. Mata and A. Aliu and Y. Liu and L. Zhang and A. Liaqat and V. N. Rao and A. Monroy-Hernández},

url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-105005746128&doi=10.1145%2f3706599.3720162&partnerID=40&md5=8330d3e0cb735caffa828b848ab9a110},

doi = {10.1145/3706599.3720162},

isbn = {979-840071395-8 (ISBN)},

year  = {2025},

date = {2025-01-01},

booktitle = {Conf Hum Fact Comput Syst Proc},

publisher = {Association for Computing Machinery},

abstract = {Group conversations are valuable for second language (L2) learners as they provide opportunities to practice listening and speaking, exercise complex turn-taking skills, and experience group social dynamics in a target language. However, most existing Augmented Reality (AR)-based conversational learning tools focus on dyadic interactions rather than group dialogues. Although research has shown that AR can help reduce speaking anxiety and create a comfortable space for practicing speaking skills in dyadic scenarios, especially with Large Language Model (LLM)-based conversational agents, the potential for group language practice using these technologies remains largely unexplored. We introduce ConversAR, a gpt-4o powered AR application, that enables L2 learners to practice contextualized group conversations. Our system features two embodied LLM agents with vision-based scene understanding and live captions. In a system evaluation with 10 participants, users reported reduced speaking anxiety and increased learner autonomy compared to perceptions of in-person practice methods with other learners. © 2025 Copyright held by the owner/author(s).},

keywords = {Augmented Reality, Augmented Reality (AR), Embodied agent, Embodied Agents, Language learning, Language Model, Large language model, large language models (LLMs), Population dynamics, Second language, Second Language Acquisition, Second language learners, Social dynamics, Turn-taking},

pubstate = {published},

tppubtype = {inproceedings}

}

2023

Godwin-Jones, R.

Presence and agency in real and virtual spaces: The promise of extended reality for language learning Journal Article

In: Language Learning and Technology, vol. 27, no. 3, pp. 6–26, 2023, ISSN: 10943501 (ISSN).

Abstract | Links | BibTeX | Tags: Artificial intelligence, Augmented Reality, Second Language Acquisition, Virtual Reality

@article{godwin-jones_presence_2023,

title = {Presence and agency in real and virtual spaces: The promise of extended reality for language learning},

author = {R. Godwin-Jones},

url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85216102480&partnerID=40&md5=170be1f5878ff4131ec479219277ce92},

issn = {10943501 (ISSN)},

year  = {2023},

date = {2023-01-01},

journal = {Language Learning and Technology},

volume = {27},

number = {3},

pages = {6–26},

abstract = {Augmented and virtual realities (together “extended reality”) offer language learners the opportunity to communicate and interact in real and virtual spaces. In augmented reality (AR), users view computer-generated layers added to a phone camera's view of the world. Virtual reality (VR) immerses users in a 3D environment that might simulate aspects of the outside world or project an entirely imagined reality. This column looks at opportunities and challenges in the use of extended reality (XR) for second language learning. Opportunities include higher learner motivation and personal agency through XR uses that feature collaboration and open-ended interactions, particularly in simulations, games, and learner co-design. That direction offers more alignment with current theories of second language acquisition (SLA)–emphasizing holistic language development and ecological frameworks–than most commercial VR apps currently available. Those posit a linear language development and focus largely on vocabulary learning and language practice within closed role-play scenarios. Offering both AR and VR access, mixed reality may present opportunities to combine the best features of each medium. Advances in generative artificial intelligence (AI) provide additional possibilities for personalized language learning in a flexible and dynamic VR environment. © (2023), (University of Hawaii at Manoa). All rights reserved.},

keywords = {Artificial intelligence, Augmented Reality, Second Language Acquisition, Virtual Reality},

pubstate = {published},

tppubtype = {article}

}