Innovation in Language Learning
Integrating Language and Mathematics through Immersive Game-Based Learning with Mixed Reality
Juliel Bronzati Dourado, Fundação Paulista de Tecnologia e Educação (FPTE), Lins, São Paulo; Serviço Nacional de Aprendizagem Industrial (SENAI), Bauru, São Paulo (Brazil)
Simone de Cássia Turcarelli, Legião Mirim de Lençóis Paulista, São Paulo (Brazil)
Abstract
This paper presents an experience-based reflection on the development and use of a gamified Mixed Reality (MR) application that combines mathematics and language learning to foster student engagement and support inclusive education. Mathematics is understood here as a universal language, offering a common ground that can facilitate comprehension when students are still developing proficiency in a new foreign language. Drawing on the principles of critical pedagogy (Freire, 1996) and game-based learning (Prensky, 2001; Gee, 2003), the project explores how cross-disciplinary learning can promote deeper understanding and motivation. The application, designed following Design Thinking methodology, evolved from an Augmented Reality (AR) prototype into a fully interactive MR version. Students interacted with both physical and virtual elements while solving contextualized problems in a maritime exploration storyline. This approach stimulated collaborative discussion, strengthened the link between symbolic and real-world representations, and created meaningful opportunities for both mathematical reasoning and language use. Results from usability testing and classroom implementation revealed technical and accessibility challenges, yet also highlighted increased motivation, curiosity, and enjoyment compared to traditional approaches. From a pedagogical perspective, this experience underscores the potential of gamification and extended reality tools to connect mathematics and language learning, fostering engagement, inclusivity, and creativity across disciplines.
Keywords: Mixed reality; Gamification; Game-based learning; Mathematics as a language; Cross-disciplinary learning; Educational technology
REFERENCES
[1] Freire, P. (1996). Pedagogy of Autonomy: Knowledge Necessary for Educational Practice. São Paulo: Paz e Terra.
[2] Gee, J. P. (2003). What Video Games Have to Teach Us About Learning and Literacy. New York: Palgrave Macmillan.
[3] Johnson-Glenberg, M. C. (2018). Immersive VR and Education: Embodied Design Principles That Include Gesture and Hand Controls. Frontiers in Robotics and AI, 5(81), 1–19. https://doi.org/10.3389/frobt.2018.00081
[4] Moreno, R., & Mayer, R. E. (2007). Interactive Multimodal Learning Environments. Educational Psychology Review, 19, 309–326.
[5] Prensky, M. (2001). Digital Game-Based Learning. New York: McGraw-Hill.
