This paper aims to review the challenges to wider adoption of VR technologies for language education at the university level, focusing on teaching English as a foreign language (TEFL). The first portion classifies these challenges, as outlined in the current literature, into seven main themes: “Lack of TEFL-Specific Content,” “Difficulty to Integrate Learning and Evaluation,” “Supporting Various Learning Approaches,” “Uncertainty Over Learning Outcomes,” “Costs and Development Difficulty,” “VR Sickness and Other Physical Issues,” and “Space and Setup.” In addition to this classification, it considers curriculum-related challenges that are underrepresented in current VR research, such as supporting translanguaging and content and language integrated learning (CLIL). Secondly, a novel design method, Dual-Frame System Design, is introduced, which separates VR-based experiences and TEFL learning content into separate “frames” that can be swapped in and out for different learning needs. Finally, three VR systems created with dual-frame system design are evaluated in terms of their structures, functions, and user experiences for how well they address these challenges. Lessons learned from this evaluation may be useful for the future design of VR systems.
The rising popularity of high-immersion media has found its way to educational use cases, but such media have not yet been extensively evaluated in their ability to provide fully featured study abroad experiences. As recent events have catapulted virtual study abroad programs to the forefront, and as universities seek to build attractive and effective programs, the necessity of systems that provide immersion and student engagement has become apparent. Using the new concept of Dual-Frame System Design, this paper seeks to find if design thinking methodologies can meet these needs while maintaining system reliability, flexibility, and ease of use. Using off-the-shelf components, including a 360° video camera, smartphones, and personal computers, a system was created and tested through a mixed-methods approach based on a user study of 25 US college students. The results of this research may be useful in the creation of high-immersion virtual study abroad experiences, as well as advancing the interdisciplinary frameworks necessary to make these systems broadly available.
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