The Essential Components of Game Design in 3D Virtual Worlds: From a Language Learning Perspective

Lan, Yu-Ju

doi:10.1007/978-3-319-17727-4_24-1

Cited by 24 publications

(31 citation statements)

References 22 publications

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“…Foreign Language Anxiety (FLA) is commonly experienced by students across different language skills and levels of ability, and both teaching practitioners as well as researchers have endeavoured for decades to find the perfect recipe that will generate anxiety-free teaching environments. On the other hand, in recent years we have seen a considerably high number of research studies focusing on the use of virtual worlds (VWs) for educational purposes in general (Gregory, Lee, Delgarno & Tynan, 2016) and for language learning in particular (Sadler, 2012;Lan, 2016). These environments usually integrate chat and voice options, making it possible for geographically dispersed users to communicate with each other and allowing for telecollaboration activities to take place between students from different countries.…”

Section: Introductionmentioning

confidence: 99%

Virtual world anonymity and foreign language oral interaction

Melchor-Couto

2018

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In recent years, a considerably high number of research studies have looked into the use of virtual worlds (VWs) for language learning. A number of authors have hypothesised about the effects of anonymity when foreign language interactions are conducted via VWs. This study addresses the effect that the anonymity experienced in VW interaction may have on participants that present different affective profiles. The participants are 18 students (five male, 13 female) aged between 19 and 20 years old and registered in a Spanish undergraduate degree at the University of Roehampton (London). They were involved in four tandem oral interaction activities in the VW Second Life with a group of native Spanish students from the Universidad de Cádiz (Spain). A mixed-methods research design with quantitative and qualitative data was applied. Data were collected about the participants’ foreign language anxiety (FLA) levels, self-efficacy beliefs, and psychological profile (introvert/extrovert). Participants were also asked to answer three open-ended questions about how they felt during the interaction in the VW. The results obtained reveal a strong relationship between self-efficacy beliefs and the anonymity effect experienced by students, although no correlation was found between the participants’ FLA levels or personality profiles and their experience of the anonymity afforded by the VW.

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Section: Introductionmentioning

confidence: 99%

Virtual world anonymity and foreign language oral interaction

Melchor-Couto

2018

ReCALL

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“…However, listening comprehension is often considered difficult and causes anxiety among EFL learners (Chen, 2019; Jiang & Dewaele, 2019). An enduring challenge for language instructors is how to create authentic contexts for L2 listening and prepare learners for real-world communicative contexts (Lan, 2016). To deal with L2 listening obstacles, many researchers (e.g., Lan & Liao, 2018; Liao & Lu, 2018) advocate the use of the virtual world (VW), often termed the desktop virtual environment (Lan, 2020), which provides a simulated environment for interactive, learner-centered listening.…”

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confidence: 99%

The Impact of Immersive Virtual Reality on EFL Learners’ Listening Comprehension

Tai

2021

Journal of Educational Computing Research

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Virtual reality via mobile-rendered head-mounted displays (MVR) has emerged as a valuable language learning tool. However, research has yet to fully access its effects on English as a Foreign Language (EFL) listening. Therefore, this study investigated the impact of MVR on EFL learners’ listening comprehension. Seventy-two seventh graders in Taiwan were recruited and randomly assigned to an experimental (MVR player) or control (video watcher) group. The MVR players played the language learning VR app Mondly, using a mobile-rendered head-mounted display. The video watchers watched a walkthrough video of Mondly on a PC screen. Listening comprehension tests, a presence questionnaire and interviews were used to evaluate the participants’ listening comprehension, sense of presence, and perception of MVR-assisted EFL listening. The results showed the MVR players’ listening comprehension and retention was significantly higher than the video watchers’. The interviews revealed that the majority of the MVR players found MVR-assisted EFL listening engaging and beneficial. MVR offered learners access to simulated, interactive, and immersive virtual environments to perform authentic learning activities, helping them activate prior knowledge and make appropriate inferences. Furthermore, virtual presence in MVR brought learner involvement from the fringe to the center, prevented cognitive overload, reduced anxiety, and thus aided comprehension.

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“…The 38 studies vary greatly by scale. The number of participants range from as few as 4 ( Lan et al, 2018a , b ) to as many as 274 ( Chen and Hsu, 2020 ). Most studies (29) had 20–80 participants, a few (2) had fewer than 20, and some others (7) had more than 80.…”

Section: Resultsmentioning

confidence: 99%

“…Evidence shows that VR provides simulated real-life experiences hardly accessible in traditional classroom settings, which could boost learner autonomy and engagement and reduce learning anxiety ( Yeh and Lan, 2018 ; Parmaxi, 2020 ). The application of VR tools facilitates the acquisition of various language skills, such as vocabulary ( Madini and Alshaikhi, 2017 ; Legault et al, 2019 ; Alfadil, 2020 ), speaking ( Xie et al, 2019 ), writing ( Lan et al, 2019 ), listening ( Lan et al, 2018a , b ), as well as cultural competence ( Zheng et al, 2017 ; Chen, 2018 ). Moreover, teachers and learners in general report positive experience while using VR in language teaching and learning ( Kaplan-Rakowski and Wojdynski, 2018 ; Wen, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Virtual reality-assisted language learning: A follow-up review (2018–2022)

Hua

Wang

2023

Front. Psychol.

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Virtual reality (VR) is considered an emerging technology in language education in a previously published review article, which reviews 26 articles on VR-assisted language learning (VRALL) published between 2015 and 2018. VR technology has been developing rapidly and receiving much more attention in language learning, especially in the post-pandemic era. Therefore, following up, this paper tracks the new trends of VRALL by reviewing 38 empirical studies published between 2018 and 2022. The main findings are: (1) the scope of research on VRALL has expanded in terms of number of studies, type of participants, research focus, language and language skill, and type of VR technology investigated; (2) more cognitive and affective benefits as well as drawbacks of VRALL have been reported than before. Implications are drawn for practitioners and researchers in the field of VRALL.

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The Essential Components of Game Design in 3D Virtual Worlds: From a Language Learning Perspective

Cited by 24 publications

References 22 publications

Virtual world anonymity and foreign language oral interaction

Virtual world anonymity and foreign language oral interaction

The Impact of Immersive Virtual Reality on EFL Learners’ Listening Comprehension

Virtual reality-assisted language learning: A follow-up review (2018–2022)

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