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New technologies are changing the way of learning foreign languages. However, one of the main challenges for software developers and mobile assisted language learning designers remains the creation of learning environments for students' language immersion in and outside the classroom. This paper describes the design and evaluation of a VR-based mobile app called "Let's date!." The app enables Common European Framework of Reference for languages (CEFR) A1 level German language learners to interact with an immersive environment and to practise several language skills. The results have proven that the use of 360° videos based on realistic situations and combined with a conversational agent is suitable to reinforce students' foreign language competencies. [For the complete proceedings, see ED600837.]

Augmented Reality (AR) technology allows the inclusion of virtual elements on a vision of actual physical environment for the creation of a mixed reality in real time. This kind of technology can be used in educational settings. However, the current AR authoring tools present several drawbacks, such as, the lack of a mechanism for tracking the students' activities, the capability of detecting collisions among virtual objects, allowing establish only one-to-one relationships between trackers and virtual objects, etc. In this paper, we present VEDILS, a visual tool based on the MIT App Inventor 2 environment for designing interactive learning scenarios that include Augmented Reality (AR) resources and can be deployed on Android devices. We have extended the App Inventor block language to include AR resources and obtain information about users' interaction with such resources. Furthermore, a use scenario consisting in the development of an example of learning scenario for Engineering students is included. With this prototype students can visualize 3D models of the mechanical parts with augmented reality in a mobile device, providing a better perception of the model 3D shape and improving the ability of making the 2D orthographic views and perspectives that they study in the first year of mechanical engineer. [For the full proceedings, see ED571335.]

In the last two decades there have been many attempts to integrate all kinds of mobile devices and apps to support formal as well as informal learning processes. However, most of the available apps still support mainly individual learning, using mobile devices to deliver content rather than providing learners with the opportunity to interact with each other. To address this we have designed an app based on a highly interactive, ubiquitous and constructive learning approach. The app is called "Guess it! Language Trainer" and allows learners to share, assess and co-construct their foreign language knowledge. Learning contents are no longer delivered but integrated into versatile tasks. Even though these tasks are being performed individually by each player, the players' interaction with the app performed affects the whole community of learners. The current research paper presents the first results of an ongoing research project using mobile apps to enhance the Foreign Language Learning in a compulsory German language course at a Spanish University. In our paper we will firstly describe a specific app (Guess it! Language Trainer) which has been used to support students' independent language learning outside the classroom. Secondly, we will describe how the app encouraged students to get actively involved in their own learning processes and thirdly, how the teacher can use the information stored in the system to retrace and assess students' language learning. [For full proceedings, see ED564162.]