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This faculty-led research cluster explores the transformative potential of augmented reality (AR) and virtual reality (VR) as innovative educational tools in the undergraduate classroom. The cluster and its participants will explore how AR/VR is already being used in the Â鶹Éç curriculum across disciplines to achieve learning outcomes, facilitate dynamic teaching, and foster collaborative and immersive learning experiences. The cluster also provides an opportunity to support the development and implementation of cross-disciplinary collaborations that incorporate AR/VR applications in research and in community-based learning projects. As such, the cluster aims to develop best practices and strategies that harness the power of AR/VR to engage students, promote a deeper understanding of complex concepts, uplift diversity and inclusion, and cultivate essential skills for academic and professional success in an increasingly digital and interconnected world. 

On-going Cluster Activities

The AR/VR cluster is running a pilot study on the impact of VR language learning apps on L2 learner motivation. The World Languages and Literatures Teaching and Technology Center has several VR headsets and subscriptions to several different language learning applications. If you would like to book a 30-minute session to test out these apps or learn how you might incorporate them into classroom activities, please let us know. We offer one-on-one consultations and group reservations (max 4 people per booking).

Fall 2026

Thursday, November 11, Virtual Webinar, 4 pm Central: "Chatbots and Structured AI Feedback in Language Learning: Complementary tools or competing approaches?"

Description: Join us for a webinar co-sponsored by the "AR/VR in the Higher Ed" research cluster and ACTFL's Distance Learning Special Interest Group. This workshop offers a hands-on comparison of two AI paradigms now reshaping classroom instruction: open generative tools like custom chatbots, and structured AI systems that deliver scored, scenario-based feedback. Drawing on Kevin Richards' research on chatbot development in large-enrollment courses and Maria Le Mura's work building Beyond Words, an AI phonetic feedback platform used by more than 200,000 language learners across 12 countries, participants will leave with practical decision criteria for when to deploy each approach. While their examples come from language learning, the framework applies to any discipline where faculty are evaluating AI tools for curriculum design.

SPEAKER BIOS:
Kevin Richards is an Associate Professor of Teaching and Outreach Coordinator in the Department of Germanic Languages and Literatures at The Ohio State University. His recent work focuses on the intersection of pedagogy and emerging technology, specifically the development of custom chatbots and the integration of artificial intelligence within large enrollment courses. With a background in culture-centered instruction, he brings a practical perspective to faculty development and curricular design. His current research explores how generative tools can support graduate student projects and enhance student engagement through interactive, open-ended dialogue.

Maria Grazia Le Mura is Founder and CEO of Beyond Words, an AI-powered language learning platform offering real-time phonetic feedback at the syllable level across 10 languages. A linguist specializing in phonetics and a doctoral candidate in business administration, she works at the intersection of applied phonetics, second language acquisition, and educational technology. Beyond Words serves over 200,000 learners across 12 countries.