Contextualizing Language Learning With Street View Panoramas

Shih, Ya-Chun

doi:10.4018/978-1-5225-3719-9.ch004

Cited by 3 publications

(4 citation statements)

References 15 publications

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“…Findings suggest that the virtual platform contributed to the development of positive attitudes, enhanced learners' interest in the target culture, and helped students gain knowledge about both visible aspects (e.g., food, geography, and historical artifacts) and invisible aspects (e.g., values, beliefs, and behaviors) of British culture. In later research, Shih (2018) utilized the Virtual English Classroom 3D to create immersive environments in which students completed meaningful goal-based language learning activities. For instance, participants described the environments in the target language (TL), located virtual buildings, and explored virtual sites in London and New York.…”

Section: Low Immersive Environmentsmentioning

confidence: 99%

“…Thus, decontextualized cultural information presented to students in FL courses might not be conducive to understanding the real world and preparing for authentic interactions. Shih (2018) explains that contextualized teaching helps relate content to real-world situations. Compared to traditional pedagogical materials, highly immersive VR has the advantage of immersing language learners in culturally authentic contexts that produce a sense of "being there."…”

Section: Advantages and Limitations Of Highly Immersive Vr For Cultural Learningmentioning

confidence: 99%

“…Schwienhorst (2002a) proposed a distinction between low immersive VR, which presents the virtual environment on a computer monitor with a limited field of view, and highly immersive VR, which utilizes a headmounted device, enabling a more immersive experience with a wider field of view. Despite differences in definitions of VR, it is generally agreed that this technology, whether low or highly immersive, promotes contextualized learning (Chen, 2009, Llyod, Rogerson, & Stead, 2017Schott & Marshall, 2018), provides authentic experiences (Blyth, 2018;Jacobson, 2017), fosters engagement (Allcoat & von Mühlenen, 2018;Shih, 2018), and increases motivation (Huang, Rauch, & Liaw, 2010;Shih, 2015).…”

Section: Introductionmentioning

confidence: 99%

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The unexplored potential of virtual reality for cultural learning

Berti

2021

eurocall

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<p>Educational technology tools that improve learning and foster engagement are constantly sought by teachers and researchers. In the domain of Computer-Assisted Language Learning a variety of tools, for instance blogs and podcasts, have been used to promote language and cultural learning (Shih, 2015). More recently, virtual reality has been identified as a technology with great potential for the creation of meaningful and contextualized learning experiences. Despite the learning affordances of virtual reality, in language education most of the literature has focused on the low-immersive version, whereas research investigating highly immersive virtual environments has only emerged in recent years (e.g., Berti, 2019; Blyth, 2018). In other fields, the use of highly immersive virtual reality has been compared to traditional pedagogical resources and demonstrated that students’ learning improved with the use of virtual environments as compared to two-dimensional video and textbook learning conditions (Allcoat & von Mühlenen, 2018). Considering the potential learning benefits of this technology, this paper argues that longitudinal empirical research in language education is strongly needed to investigate its potential unexplored impact on language and cultural learning.</p>

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Section: Low Immersive Environmentsmentioning

confidence: 99%

Section: Advantages and Limitations Of Highly Immersive Vr For Cultural Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The unexplored potential of virtual reality for cultural learning

Berti

2021

eurocall

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“…Contextualized teaching may help the students relate the content to real-world situations. That is why highly immersive VR has an opportunity for language learners with a culturally authentic context, making the users feel a sense of being there (Shih, 2018). VR serves an authentic community and experiences how other people interact.…”

Section: Benefits and Limitations Of Using Virtual Realitymentioning

confidence: 99%

Implementation of VR Technologies in Language Learning Settings: A Systematic Literature Review

Ozgun,

Sadık

2023

EPASR

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Virtual Reality (VR) is a technology with a potential impact on education. Due to cost and usability limitations, it has not been used extensively. However, recent research studies suggested VR as a learning environment with benefits on students' learning performance through experience. It especially has various benefits for language learners. Learning a new language requires interaction and an immersive learning experience. In order to reveal its benefits and challenges and make suggestions for future implementations, this study focused on using VR in language learning and reviewed the literature in terms of how VR was used in language learning environments. The researchers systematically discovered 32 studies between 2018 and 2022 and examined them in terms of research methods, languages, school groups, VR tools, benefits, and limitations of using VR in a language learning environment. The researchers found that using VR in a language learning environment influenced learners' motivation and academic performance in a positive way. In addition, VR makes the learning environment more realistic, engaged, simulated, and interactive. However, using VR for a long time may cause some health problems for some age groups. It was also noted that interaction between students and teachers was low, but the interaction between the environment and students was high. Therefore, using VR in language learning may decrease instructors' control in the learning environment. The researchers argue that VR is an effective tool for increasing academic performance but has some challenges for teachers and students regarding technical constraints and interaction. The implications and recommendations of this study inform the researchers, practitioners, policymakers, and administrators about how to implement VR in language learning environments.

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