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Research on mobile-technology for second language acquisition is an emerging field. Augmented-reality place-based games (AR-games) are a relatively new mobile technology and one such area of necessary research. This thesis describes the interactive practices that groups of English language learners use for starting and stopping group movement during an AR-game. During the game, students walk to and from various destinations on campus. Practices for walking as a group are important actions for accomplishing the ChronoOps game and tasks. This thesis describes some of these practices of walking as a group, specifically, how groups start to walk and come to a stop. The study draws from theories of embodied and distributed cognition, interactional competence, and conversation analysis. Data was collected using multiple video cameras of groups of 3 students playing the game. Multimodal, conversation analyses of the data provides a taxonomy of practices for group starts and stops. Results show that starts and stops are projectable and accountable actions, comprised of complex modalities verbal, gestural, and embodied practices. Furthermore, starts and stops are contingent on players’ orientation to place as the physical location of the campus, and their place within the various tasks of the ChronoOps game as well. The findings have implications for future research theories of learning in SLA and AR-games.

Starts and Stops: Multimodal Practices for Walking as a Group in an Augmented Reality Place Based Game