Designing and implementing virtual enactive role-play and structured argumentation: promises and pitfalls

Ho, Caroline; Rappa, Natasha Anne; Chee, Yam San

doi:10.1080/09588220903184732

Cited by 33 publications

(14 citation statements)

References 16 publications

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“…Deutschmann, Panichi & Molka-Danielsen, 2010;Peterson, 2010;Wang & Shao, 2012), only one study (Kruk, 2013) investigated the changes in motivation in learning the target language by means of Internet resources and virtual worlds and some studies examined motivation, anxiety and learning a foreign language in virtual worlds (e.g. Ho, Rappa & Chee, 2009;Wehner, Gump & Downey, 2011;Balcikanli 2012 andWehner, 2014).…”

Section: Empirical Investigations Into (Changes In) Motivation Anxiementioning

confidence: 99%

Variations in motivation, anxiety and boredom in learning English in Second Life

Kruk

2016

eurocall

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The article presents the results of a study whose main aim was to investigate the changes in motivation, language anxiety and boredom in learning English in Second Life. The sample consisted of 16 second year students of English philology. The study was conducted over the period of a summer semester. During that time the participants in the study were asked to use Second Life and practice English there in their own time. The data were obtained by means of a background questionnaire and session logs and subjected to quantitative and qualitative analysis. The results show that the students declared quite a high level of motivation to learn English in Second Life, a low level of anxiety and a relatively low level of boredom. In addition, the findings of the study revealed that both the reported motivation as well as the experience of boredom fluctuated over time. In contrast, the levels of foreign language anxiety declared by the subjects remained almost unchanged. Possible causes of such fluctuations are offered.

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Section: Empirical Investigations Into (Changes In) Motivation Anxiementioning

confidence: 99%

Variations in motivation, anxiety and boredom in learning English in Second Life

Kruk

2016

eurocall

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“…Unfortunately, in the current study, about half of the sample was not sure if they had the necessary technology-related skills to use the game. Similarly, Ho, Rappa, and Chee (2009) noted that there might be some problems with SL regarding control and learners' unfamiliarity. Moreover, more than half (52.5%) of the study sample strongly disagreed, and more than one-third disagreed that their teachers encouraged them to use this digital game to practice a second language.…”

Section: Discussionmentioning

confidence: 99%

Virtual World to Motivate Learning: Exploring Arabic EFL Learners' Views Toward Utilizing the Second Life Virtual Game as a Motivational Tool

2019

JLLL

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This study was intended to explore EFL learners' views toward the use of the virtual Second Life game as a motivational instructional tool, their opinions on its technical use, and any obstacles they face while using this technology. The participants of the study were forty-one EFL Arab students who were enrolled in English language mainstream of the bachelor's degree at a school of education in the capital city of Riyadh, Saudi Arabia. At the end of a computer-assisted language learning course exploring the Second Life virtual game, they were asked to complete a questionnaire to gather descriptive data regarding the questions of the study. The results indicated that these EFL learners hold positive views toward the use of the Second Life game as a motivational tool in language learning, although there are some concerns regarding the availability of the necessary technology skills to use the game. The most notable recommendation from the study highlighted the need for teacher encouragement to use digital games to practice the foreign language.

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“…Pedagogical principles include curriculum content, technological content, and subject knowledge content (de Freitas & Jarvis, 2007). The flexible structure of virtual environments may cause learners to lose their attention (Ho, Rappa, & Chee, 2009). Strategies should be tailored carefully to avoid overloading players with unnecessary information and inhibiting overall learning (Ritz & Buss, 2016).…”

Section: Designmentioning

confidence: 99%

Multi-User Virtual Environments for Physical Education and Sport Training

Soltani

Vilas‐Boas

2019

Advances in Multimedia and Interactive Technologies

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For effective learning and training, virtual environments may provide lifelike opportunities, and researchers are actively investigating their potential for educational purposes. Minimal research attention has been paid to the integration of multi-user virtual environments (MUVE) technology for teaching and practicing real sports. In this chapter, the authors reviewed the justifications, possibilities, challenges, and future directions of using MUVE systems. The authors addressed issues such as informal learning, design, engagement, collaboration, learning style, learning evaluation, motivation, and gender, followed by the identification of required elements for successful implementations. In the second part, the authors talked about exergames, the necessity of evaluation, and examples on exploring the behavior of players during playing. Finally, insights on the application of sports exergames in teaching, practicing, and encouraging real sports were discussed.

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Designing and implementing virtual enactive role-play and structured argumentation: promises and pitfalls

Cited by 33 publications

References 16 publications

Variations in motivation, anxiety and boredom in learning English in Second Life

Variations in motivation, anxiety and boredom in learning English in Second Life

Virtual World to Motivate Learning: Exploring Arabic EFL Learners' Views Toward Utilizing the Second Life Virtual Game as a Motivational Tool

Multi-User Virtual Environments for Physical Education and Sport Training

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