Enhancing L2 interaction in avatar-based virtual worlds: Student teachers' perceptions

Tseng, Jun Jie; Tsai, Yu-Fen; Chao, Rih Chang

doi:10.14742/ajet.283

Cited by 14 publications

(9 citation statements)

References 23 publications

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“…Avatar-based learning has been shown to be effective in online teaching (Mkrttchian et al, 2020). Additionally, the use of three-dimensional multi-user virtual environments to provide learners with realistic scenarios in which verbal and non-verbal interactions are simulated has also shown promise in the online learning space (Tseng et al, 2013). The university has been interrupted in its development of these platforms in the climate of the pandemic.…”

Section: Avatar Simulation and Virtual Laboratoriesmentioning

confidence: 99%

What Really Matters: Experiences of Emergency Remote Teaching in University Teaching and Learning During the COVID-19 Pandemic

et al. 2021

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The COVID-19 pandemic and related lock downs have accelerated the need for online and remote teaching within university settings. However, due to the abrupt nature of the pandemic, many academic staff were not prepared for this forced transition. This study aimed to understand how the pandemic affected academics at a New Zealand university, with regards to their transition to emergency remote teaching. Specifically, it explores the challenges as well as benefits academics experienced during this transition. Recommendations for future online learning are also made. Academic staff (N = 67) at a New Zealand University completed an anonymous online survey. Quantitative data were analyzed statistically using descriptive and inferential statistics, while qualitative data were analyzed thematically. Major challenges experienced included miscommunication from the university, concerns about student access to technology, finding a quiet space to work, lack of digital competence skills, too much screen-time, managing work hours, and work/life balance. Benefits included enhanced flexibility, enhanced teacher creativity, increasing autonomy of learners, and reduced commute time. Looking forward, academic staff desired future teaching to include blended learning and virtual immersion. New strategies of working remotely are being explored to facilitate teaching and learning while catering to the preferences and skills of both educators and students. Our findings honor the considerable agility of academic staff who sought to sustain and enhance excellence in remote education. At an institutional level our findings point to the need for staff to be supported by their institutions as they further refine their work within new-found spaces.

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Section: Avatar Simulation and Virtual Laboratoriesmentioning

confidence: 99%

What Really Matters: Experiences of Emergency Remote Teaching in University Teaching and Learning During the COVID-19 Pandemic

et al. 2021

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“…In what language (native or target) should they use in the interaction process? In addition, it is not yet known whether certain features of interactions in face-to-face mode could be replicated in an online environment (Wanstreet, 2006), nor what are the key factors that may lead to successful online interaction using English; how to link interactions with learning goals (Gibby, 2007;Zhu, 2006); or how to provide language learners with realistic scenarios and suitable non-verbal clues in the interaction process (Tseng, Tsai, & Chao, 2013).…”

Section: Cmc and Language Learningmentioning

confidence: 99%

Frequency and pattern of learner-instructor interaction in an online English language learning environment in Vietnam

Pham

Thalathoti

Dakich

2014

AJET

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<p>This study examines the frequency and pattern of interpersonal interactions between the learners and instructors of an online English language learning course offered at a Vietnamese university. The paper begins with a review of literature on interaction type, pattern and model of interaction followed by a brief description of the online environment and its learners and instructors. The online messages extracted from the communication forums were analysed using simple descriptive statistics and content analysis techniques in the light of Salmon’s (2003) model of online teaching and learning to explore the frequency and pattern of interaction. The results of the study indicate that after a high level of engagement at the beginning of the course, the learners’ interaction dropped and different patterns interaction were found in the three communication forums of the online course.</p>

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“…Recent technologies such as AR and VR and AI have emerged to provide users a deeper and embodied experience, not just looking at the digital artefacts (Kye et al, 2021;Reyes, 2020). Although the term metaverse was not widely used before 2020, its related technologies were widely discussed in educational studies (Cheng, 2014;Tseng et al, 2013). These researchers did not explicitly claim these as a metaverse technologies.…”

Section: Rq1 What Is the Metaverse Trend And Why Does The Trend Sudde...mentioning

confidence: 99%

What is the metaverse? Definitions, technologies and the community of inquiry

Ng¹

2022

AJET

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The term metaverse appeared for the first time in a novel published in 1992. Since the early 2000s, researchers have started to use this term to refer to digital technologies for learners to interact with other users with avatars. The term came to prominence in around 2020 due to the rebranding of Facebook. However, there was no consensus on what kind of technologies should belong to the metaverse and how to conceptualise the term. As such, this paper presents an exploratory review for conceptualising the metaverse based on 19 articles from the Web of Science database. This review focuses on the metaverse trend, how researchers in the past and present conceptualizing the term, and key technologies identified in the metaverse world. The findings identify the major types of technologies used in the metaverse studies and offers a sound theoretical foundation in terms of cognitive, social and teacher presence to understand what future potential of these technologies could bring to online learning. Five major types of technologies are identified which could map to four key elements of the metaverse (i.e., immersion, advanced computing, socialisation, decentralisation). At the end, a model is proposed to connect the key elements of the metaverse and its three presences in the community of inquiry that enhance students’ learning outcomes in the metaverse learning environment. Implications for practice or policy: Educators and researchers could rethink what types of technologies belong to the metaverse and how it has the potential to influence the education sector. Instructional designers could create meaningful learning experiences through the four key elements of the metaverse – immersion, advanced computing, socialisation and decentralisation. Policy-makers and educators could refer to the model of metaverse learning environment to guide their future policy and practices.

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Enhancing L2 interaction in avatar-based virtual worlds: Student teachers' perceptions

Cited by 14 publications

References 23 publications

What Really Matters: Experiences of Emergency Remote Teaching in University Teaching and Learning During the COVID-19 Pandemic

What Really Matters: Experiences of Emergency Remote Teaching in University Teaching and Learning During the COVID-19 Pandemic

Frequency and pattern of learner-instructor interaction in an online English language learning environment in Vietnam

What is the metaverse? Definitions, technologies and the community of inquiry

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