Effectiveness of Second Life Virtual Learning Environment for Language Training in Hospitality and Tourism

Vu, Nguyen Ngoc; Linh, Vo Thuy; Van, Nguyen Thi Thu; Lien, Nguyen Thi Hong

doi:10.2991/assehr.k.210226.003

Cited by 5 publications

(3 citation statements)

References 31 publications

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“…Second Life (SL) is a very popular VLE system for hospitality and tourism training. Nguyen, Vo, Van Nguyen and Nguyen (2021) conducted a fifteen-week quasi-experimental study on two hospitality classes ( n = 81) to investigate the effectiveness of SL VLE for Vietnam hospitality students, with a focus on speaking skills. Data were collected via English-speaking tests, an attitudinal questionnaire and a semi-structured interview.…”

Section: Literature Reviewmentioning

confidence: 99%

Perceived usefulness of simulation learning in hospitality education

Price-Howard

Lewis

2022

IHR

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PurposeThe purpose of this study was to analyze the effectiveness of simulation learning techniques within both face-to-face and online courses. The specific objective for this study was to answer two questions: (1) What are the specific benefits the simulation learning component adds to the course(s)? (2) How do students perceive the usefulness of the simulation learning component to their prepared readiness to enter the industry?Design/methodology/approachAn open-ended survey was administered at the end of the course to conduct a content analysis of student perspectives of the incorporation of cloud-based, educational simulation learning into educational courses. A discussion of the students' perspective of the SIM labs benefits, ease of use and perceived usefulness of this trending learning component has been reviewed, along with the comparison of the online and face-to-face viewpoints.FindingsSome of the identified successes were the ability to collaborate between online and face-to-face classes. Another was the ability to incorporate the application and decision-making components of the textbook into their virtual position of the simulation (SIM) learning lab from an owner's/general manager's perspective. Finally, the SIM labs provided the instructor with a measurable tool to have students compete in a healthy environment.Originality/valueValuable insights were gained into the student's perspective and helped in needed adjustments to better utilize this type of active learning. By studying a specific simulation learning component of this type of electronic learning (e-learning,) valuable contextual explanations to support the other types of active learning techniques mentioned above can be gained.

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Section: Literature Reviewmentioning

confidence: 99%

Perceived usefulness of simulation learning in hospitality education

Price-Howard

Lewis

2022

IHR

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“…Joining together in the game often allows learners to understand and acknowledge the efforts of others, which aids in the development of team-building skills. Furthermore, through several repetitions when playing with various individual students in the language class, playing games helps language learners remember and maintain new vocabulary in their long-term memory [8,17]. Listening and observing alone, according to [18], does not promote active language stages in learners but rather language knowledge.…”

Section: Roles Of Games In Language Teaching and Learningmentioning

confidence: 99%

Using Word Games to Improve Vocabulary Retention in Middle School EFL Classes

Vu¹,

Linh²,

Lien³

et al. 2021

Advances in Social Science, Education and Humanities Research

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Vocabulary learning is one of the most challenging aspects of learning a foreign language, especially vocabulary retention at the beginner level. There are currently a number of lexical instruction strategies available, but their use in the Vietnamese EFL context is still limited. Therefore, the appropriateness and efficacy of incorporating word games into English lexical instruction at a middle school in South Vietnam were investigated in this report. Mixed method research was conducted on two classes in grade 7 for eight weeks in order to measure the efficacy of using games in the selected school. Two classes (experimental and control) with 64 students whose English proficiency is more or less the same based on preliminary test scores learned the same vocabulary lessons-the formerly used games to learn vocabulary, while the latter used the conventional approach. Pretests, posttests, questionnaires, and interviews were used to collect the data. The experimental group's increase in vocabulary retention was statistically better than the other in the post-test findings after eight weeks of treatment. Furthermore, qualitative analysis revealed that the experimental group participants found word games to be inspiring, fun, and efficient. This paper concludes that using games to teach vocabulary has proven to be a viable method for English teaching and learning in middle school EFL classes. Learners had more chances to be exposed to the target language in a fun and comfortable learning atmosphere by playing word games and improved their ability to acquire and maintain vocabulary.

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“…In the hospitality and tourism context, the immersive characteristic of VR can serve as a powerful tool (Wei, 2019; Nayyar et al , 2018). Concurrent with simulating customer experience, VR can be applied to education and training in the tourism industry in various ways (Vu et al , 2021). Some examples include training in a virtual environment, such as a tourist destination, where students can improve their skills as tour guides without the consequence of failing, or the need to be in the real environment physically (Wei, 2019).…”

Section: Introductionmentioning

confidence: 99%

Learning effectiveness of 3D virtual reality in hospitality training: a situated cognitive perspective

Lui

Goel

2022

JHTT

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Purpose Training is one of the key dimensions of internal marketing. Virtual reality (VR), a computer technology that replicates an environment (real or imagined) and simulates a user’s physical presence in that environment to allow for user interaction, offers unique opportunities from a training perspective, such as allowing users to improve their skills without the consequence of failing real customers or the need to be in the real environment physically. This study aims to focus on comparing the effectiveness of VR hospitality training with that of real-world hospitality training. Design/methodology/approach This study adopts situated cognition theory to empirically test the effect of the awareness of contextual variables (social interaction, location and task) on learning and compare learning outcomes between tourism training in VR and real-world experimental settings. Findings Results indicate that location and task awareness enhance cognitive absorption, but social awareness does not influence cognitive absorption. There is no significant difference between training in real-world and VR environments. Finally, cognitive absorption has a positive effect on mental model change (the learning outcome). Originality/value This result advances the theoretical understanding on the significance of learning context by applying situated cognition theory in hospitality training and has significant implications for training that aims for rigor and efficiency within cost, location and time constraints.

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Effectiveness of Second Life Virtual Learning Environment for Language Training in Hospitality and Tourism

Cited by 5 publications

References 31 publications

Perceived usefulness of simulation learning in hospitality education

Perceived usefulness of simulation learning in hospitality education

Using Word Games to Improve Vocabulary Retention in Middle School EFL Classes

Learning effectiveness of 3D virtual reality in hospitality training: a situated cognitive perspective

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