Culture and vision in virtual reality narratives

Mills, Nicole; Courtney, Matthew; Dede, Christopher J.; Dressen, Arnaud; Gant, Rus

doi:10.1111/flan.12494

Cited by 12 publications

(10 citation statements)

References 43 publications

(63 reference statements)

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“…18 articles investigated AR and VR supported speaking, e.g., [26][27][28]. 10 studies examined AR and VR for writing, e.g., [29][30][31], and another 10 discussed AR and VR enhanced cultural learning, e.g., [32][33][34]. In addition, AR and VR tools were used to promote development of language skills and knowledge such as reading, e.g., [35,36], listening, e.g., [37,38], integral language learning, e.g., [39,40], Chinese character, e.g., [41,42]; grammar learning e.g., [43,44] and English alphabet [45,46].…”

Section: The Data Coding and Analysis Processesmentioning

confidence: 99%

A Systematic Review of AR and VR Enhanced Language Learning

et al. 2021

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This paper provided a systematic review of previous Augmented Reality (AR) and Virtual Reality (VR) studies on language learning. A total of 88 articles were selected and analyzed from five perspectives: their ways of integrating AR or VR tools in language learning; main users of AR and VR technologies; major research findings; why AR and VR tools are effective in promoting language learning; and the implications. It was found that (1) immersing learners into virtual worlds is the main approach to language learning in AR and VR studies; (2) university students were the main users of AR/VR technologies; (3) the major research findings concerning the benefits of AR and VR included improvement of students’ learning outcomes, enhancement of motivation, and positive perceptions towards using AR and VR; (4) AR and VR tools promoted language learning through providing immersive learning experience, enhancing motivation, creating interaction, and reducing learning anxiety; and (5) implications identified from previous research include the need of providing training for teachers, enlarging sample sizes, and exploring learner factors such as learner engagement and satisfaction.

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Section: The Data Coding and Analysis Processesmentioning

confidence: 99%

A Systematic Review of AR and VR Enhanced Language Learning

et al. 2021

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“…Despite the significant benefits that VR offers for language and intercultural education, there have been relatively few studies exploring its use in cultural learning and crosscultural competence among teachers and students (e.g. Mills et al, 2020;Parmaxi, 2023;Xie et al, 2021). Parmaxi (2023) conducted a systematic review of VR in language learning, drawing from 17 high-impact journals and conferences in CALL and educational technology, and found that cultural awareness is one of the least-studied skills in VR use and should be a priority for future research.…”

Section: Virtual Reality In Language Educationmentioning

confidence: 99%

From virtual reality to cultural reality: integration of virtual reality into teaching culture in foreign language education

Tafazoli

2024

JME

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Purpose This research paper aimed to investigate the affordances of using virtual reality (VR) in teaching culture among in-service teachers of teaching Persian to speakers of other languages (TPSOL) in Iran. Design/methodology/approach This qualitative case study, conducted at two Iranian universities, used purposeful sampling to select 34 eligible in-service Persian teachers from a pool of 73. Data collection used an open-ended questionnaire and interviews. Findings Before the TPSOL in-service training workshop, teachers expressed their reservations regarding the use of VR to teach culture in TPSOL courses. The emerged themes were “skepticism toward effectiveness,” “practicality concerns,” “limited awareness of VR applications,” “technological apprehension” and “prevalence of traditional teaching paradigms.” During the post-workshop interview, it was discovered that the teachers’ perceptions of VR in teaching culture had undergone a positive shift. The workshop generated emergent themes that reflected positive perceptions and affordances for using VR to teach culture in TPSOL, including “enhanced cultural immersion,” “increased student engagement,” “simulation of authentic cultural experiences,” and “facilitation of interactive learning environments.” Research limitations/implications One primary limitation is the lack of prior experience with VR for teaching practices in real-world classrooms among the participants. While the study aimed to explore the potential of VR in enhancing pedagogical approaches, the absence of participants with prior exposure to VR in educational contexts may impact the generalizability of the findings to a broader population. Additionally, the study faced practical constraints, such as the unavailability of sufficient facilities in the workshop. As a result, the instructor had to project the VR cont7ent on a monitor, potentially diverging from the immersive nature of true VR experiences. These limitations offer opportunities for future research to refine methodologies and gain a more comprehensive understanding of the implications of integrating VR into teaching practices. Originality/value Extensive research has been conducted on the effectiveness of VR in language education. However, there is a significant gap in research on TPSOL, which is considered a less commonly taught language. This study aims to address this gap by exploring the use of VR in the TPSOL through the lenses of in-service teachers. As part of a larger investigation, this qualitative inquiry focuses on the perceptions of in-service teachers about VR, with a particular emphasis on the cultural understanding of the Persian language.

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“…VR technology and its different variations [49] have very high potential for implementation in various areas, including social [50], cultural [51][52][53], economic [54], medical [55][56][57][58] and military [59][60][61]. However, one common area that links all of the above is education.…”

Section: Educational Use Of Vrmentioning

confidence: 99%

VR Education Support System—A Case Study of Digital Circuits Design

et al. 2021

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Areas of experience allow for the acquisition and consolidation of both existing knowledge and skills. These are significant factors in the training of staff members for companies in the Industry 4.0 area. One of the currently available modern tools used in the teaching process is virtual reality (VR) technology. This technology, due to its high level of immersion and involvement of the different senses, and the need to focus on the performed activities, allows one to develop skills in solving various tasks and problems. The extended VR environment enables the creation of diverse teaching scenarios adapted to the needs of industry. This paper presents the possibility of building training scenarios in the field of digital techniques. The software solution, developed and presented by the authors, uses elements of computer game mechanics and is designed to familiarize students with the idea of digital circuits, their construction, logical implementation and application. This paper also presents a comparison of the features of different forms of education used in teaching digital techniques, as well as a comparison of these forms, from the point of view of the student and his/her perceptions.

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Culture and vision in virtual reality narratives

Cited by 12 publications

References 43 publications

A Systematic Review of AR and VR Enhanced Language Learning

A Systematic Review of AR and VR Enhanced Language Learning

From virtual reality to cultural reality: integration of virtual reality into teaching culture in foreign language education

VR Education Support System—A Case Study of Digital Circuits Design

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