000163803 001__ 163803
000163803 005__ 20251107115328.0
000163803 0247_ $$2doi$$a10.3390/app152111487
000163803 0248_ $$2sideral$$a145820
000163803 037__ $$aART-2025-145820
000163803 041__ $$aeng
000163803 100__ $$0(orcid)0009-0005-1994-548X$$aOto-Millera, Nerea$$uUniversidad de Zaragoza
000163803 245__ $$aAugmented Reality in English Language Acquisition Among Gifted Learners: A Systematic Scoping Review (2020–2025)
000163803 260__ $$c2025
000163803 5060_ $$aAccess copy available to the general public$$fUnrestricted
000163803 5203_ $$aGifted students often display advanced verbal abilities that facilitate second language acquisition; however, when instruction is insufficiently stimulating, they may experience boredom and demotivation. Due to rising interest in immersive technologies such as augmented reality (AR) and limited evidence of their impact on gifted language learners, a systematic scoping review was necessary to synthesise existing research and identify gaps. It examined the impact of AR on both linguistic development and motivational outcomes among gifted learners in ESL/EFL contexts. It was preregistered in the Open Science Framework (OSF) and conducted according to PRISMA-ScR guidelines. Eligible studies included gifted learners in ESL/EFL contexts, published between 2020 and 2025 in English, Spanish, French, or Italian. Exclusion criteria comprised non–peer-reviewed papers and studies unrelated to AR. Searches were conducted in Scopus, Web of Science, ERIC, and Redalyc. A total of 34 studies were included. Findings indicate that AR interventions improve vocabulary, listening, pronunciation, and fluency; writing also benefits, although grammar remains challenging. AR enhances intrinsic motivation, reduces anxiety, and fosters engagement, especially in younger learners. The results suggest that AR can be a valuable tool in EFL/ESL classrooms to support both linguistic development and motivation among gifted students, though sustainable implementation requires overcoming technological and pedagogical barriers.
000163803 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S73-23D$$9info:eu-repo/grantAgreement/ES/MCIU/FPU23-03798
000163803 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000163803 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000163803 700__ $$0(orcid)0000-0001-8928-7295$$aPellicer-Ortín, Silvia$$uUniversidad de Zaragoza
000163803 700__ $$0(orcid)0000-0002-8201-0469$$aBustamante, Juan Carlos$$uUniversidad de Zaragoza
000163803 7102_ $$13004$$2345$$aUniversidad de Zaragoza$$bDpto. Filolog.Inglesa y Alema.$$cÁrea Filología Inglesa
000163803 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000163803 773__ $$g15, 21 (2025), 11487 [20 pp.]$$pAppl. sci.$$tApplied Sciences (Switzerland)$$x2076-3417
000163803 8564_ $$s659328$$uhttps://zaguan.unizar.es/record/163803/files/texto_completo.pdf$$yVersión publicada
000163803 8564_ $$s2568311$$uhttps://zaguan.unizar.es/record/163803/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000163803 909CO $$ooai:zaguan.unizar.es:163803$$particulos$$pdriver
000163803 951__ $$a2025-11-07-10:25:00
000163803 980__ $$aARTICLE