Levels of Immersion for Language Learning from 2D to Highly Immersive Interactive VR

Hayes, Aleshia; Dhimolea, Tetyana Kucher; Meng, Nanxi; Tesh, Geneva

doi:10.1007/978-981-16-3416-1_4

Cited by 9 publications

(2 citation statements)

References 34 publications

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“…This application was designed for EAL students at the A1 level, according to the Common European Framework of Reference for Languages (Council of Europe, 2001). Since the lowest levels of speaking comprehension infer the ability to produce simple phrases following an example (Hayes et al, 2021), each scenario needs to be played three times: demonstration, practice, and assessment. During the demonstration, the learner can simply read and listen to the phrase he/she is supposed to utter.…”

Section: Vr Equipment and Learning Trial Contentmentioning

confidence: 99%

Virtual Reality for language learning: preliminary soft touch exploratory research

Khukalenko,

Wilson

2024

Preprint

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This exploratory study delves into a language-learning virtual reality software, utilizing the VARVARA pilot application for contextualized English speaking practice. Involving 23 language teachers from 19 schools in 12 Russian regions, the mixed-methods approach combines quantitative survey responses, qualitative feedback, and platform data analysis. Results showcase a positive reception, with 82% of teachers reporting student enjoyment. Key strengths include user-friendliness, effective instructional design, and VR's innovative aspect. Despite challenges like limited hardware and classroom management, teachers express interest in integrating virtual reality. This study offers pivotal insights into the pragmatic implementation of virtual reality in language education, emphasizing the importance of teacher training, supportive infrastructure, and well-crafted educational content for effective integration.

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Section: Vr Equipment and Learning Trial Contentmentioning

confidence: 99%

Virtual Reality for language learning: preliminary soft touch exploratory research

Khukalenko,

Wilson

2024

Preprint

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“…The results suggested that students liked to explore experiential learning opportunities of English culture and language outside the classroom. Hayes et al (2021) studied the immersion degree of interactive VL language learning and mapped the immersion level to the learning objectives related to language learning through replicable simulation and social interaction. Combined with the above research, the use of immersion-based teaching can effectively improve the effect of English teaching.…”

Section: Literature Reviewmentioning

confidence: 99%

Virtual Reality-Integrated Immersion-Based Teaching to English Language Learning Outcome

et al. 2022

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Globalization and informatization are reshaping human life and social behaviors. The purpose is to explore the worldwide strategies to cultivate international talents with a global vision. As a global language with the largest population, English, and especially its learning effect, have always been the major concerns of scholars and educators. This work innovatively studies the combination of immersion-based English teaching with virtual reality (VR) technology. Then, based on the experimental design mode, 106 students from a Chinese school were selected for a quasi-experimental study for 16 weeks (3 h a week, and 48 h in total). The collected data were analyzed by computer statistical software, and hypotheses are verified. The results showed that there is a significantly positive correlation between VR and immersion-based language teaching (0.851, p < 0.01). There is a significantly positive correlation between immersion-based language teaching and academic achievement (0.824, p < 0.01), and VR is positively correlated with learning outcome (LO) (0.836, p < 0.01). Compared with other state-of-art research methods, this work modifies the students’ oral test through the analysis and comparison with the system database, and the students’ learning effect is greatly improved. Finally, some suggestions are put forward according to the research results to provide an experimental reference for English teachers and future linguistics teaching.

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Expanding Horizons: Fostering Creativity and Curiosity through Spherical Video‐Based Virtual Reality in Project‐Based Language Learning

Sun Joo,

Lee Jin

2024

TESOL Quarterly

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The aim of this study is to explore how the creation of spherical video‐based virtual reality (SVVR) influences students' creativity and curiosity in project‐based language learning (PBLL). Technology is widely used in various instructional contexts, and due to increasing interest in VR technologies, the current study investigated how SVVR technology in PBLL might influence students' self‐assessment of creativity and curiosity. Twenty‐seven students participated in an SVVR‐enhanced PBL course and were asked to complete two questionnaires on creativity and curiosity. Data from students' reflective journals and teacher notes were also analyzed to investigate implementations for using SVVR in language learning. The findings showed that students' self‐assessment of their levels of creativity and curiosity demonstrated statistically significant development. The findings from qualitative data analysis identified English language competence as a factor that could have influenced students' performance during the course. The findings support the potential for SVVR in PBLL for motivating students to embrace new ideas and perspectives while participating in authentic problem‐solving activities.

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Levels of Immersion for Language Learning from 2D to Highly Immersive Interactive VR

Cited by 9 publications

References 34 publications

Virtual Reality for language learning: preliminary soft touch exploratory research

Virtual Reality for language learning: preliminary soft touch exploratory research

Virtual Reality-Integrated Immersion-Based Teaching to English Language Learning Outcome

Expanding Horizons: Fostering Creativity and Curiosity through Spherical Video‐Based Virtual Reality in Project‐Based Language Learning

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