Web-Portal-Based Repurposing of VR Scenarios for TEFL Applications

Urueta, Steven H.; Ogi, Tetsuro

doi:10.1145/3383812.3383843

Cited by 2 publications

(3 citation statements)

References 2 publications

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“…The first, Experiment A [41], was a single-user activity that repurposed an existing VR experience, using non-TEFL off-the-shelf applications for TEFL purposes and focusing on a game (-Experience Colorblindness‖) in which participants must select correct fruit by following audio instructions. While selecting fruit, participants were in an environment of artificial colorblindness.…”

Section: Methodsmentioning

confidence: 99%

“…Out of those 120, only 10 were based on language learning, and many were designed for one-time use or as supplementary activities to topics presented in class. In 2020, five applications were found related to TEFL in the Steam platform, three in Facebook's Oculus Store, and none in the PlayStation VR store [2]. JISC (The Joint Information Systems Committee) [3] mentioned a lack of -appropriate‖ software in its wide-reaching survey of domestic higher education institutions' use of VR in the UK.…”

Section: A Lack Of Tefl-specific Contentmentioning

confidence: 99%

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Challenges Facing the Adoption of VR for Language Education: Evaluating Dual-Frame System Design as a Possible Solution

Urueta¹

2023

IJIET

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This paper aims to review the challenges to wider adoption of VR technologies for language education at the university level, focusing on teaching English as a foreign language (TEFL). The first portion classifies these challenges, as outlined in the current literature, into seven main themes: “Lack of TEFL-Specific Content,” “Difficulty to Integrate Learning and Evaluation,” “Supporting Various Learning Approaches,” “Uncertainty Over Learning Outcomes,” “Costs and Development Difficulty,” “VR Sickness and Other Physical Issues,” and “Space and Setup.” In addition to this classification, it considers curriculum-related challenges that are underrepresented in current VR research, such as supporting translanguaging and content and language integrated learning (CLIL). Secondly, a novel design method, Dual-Frame System Design, is introduced, which separates VR-based experiences and TEFL learning content into separate “frames” that can be swapped in and out for different learning needs. Finally, three VR systems created with dual-frame system design are evaluated in terms of their structures, functions, and user experiences for how well they address these challenges. Lessons learned from this evaluation may be useful for the future design of VR systems.

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Section: Methodsmentioning

confidence: 99%

Section: A Lack Of Tefl-specific Contentmentioning

confidence: 99%

Challenges Facing the Adoption of VR for Language Education: Evaluating Dual-Frame System Design as a Possible Solution

Urueta¹

2023

IJIET

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“…EduVenture VR [16,18,28] Experience Colorblindness [45] Google Expedition [42] Google Tour Creator [28] ImmerMe [13] MindShow [14,22] Mondly [44] Pre-existing 360-degree video [27,30,41,43] Tilt Brush [17] vTime [39] Regarding the design process, it was possible to identify six stages: define the objective, teaching goals, content design, technology, scenario, interaction design, assessment and feedback, and continuous improvement. This process elucidates the need for applications to include assessment and feedback components and concerns related to scenario and interaction design.…”

Section: Ivr Platform Used Articlesmentioning

confidence: 99%

Design Recommendations for Immersive Virtual Reality Application for English Learning: A Systematic Review

Esteves,

Cardoso,

Gonçalves

2023

Computers

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The growing popularity of immersive virtual reality (iVR) technologies has opened up new possibilities for learning English. In the literature, it is possible to find several studies focused on the design, development, and evaluation of immersive virtual reality applications. However, there are no studies that systematize design recommendations for immersive virtual reality applications for English learning. To fill this gap, we present a systematic review that aims to identify design recommendations for immersive virtual reality English learning applications. We searched the ACM Digital Library, ERIC, IEEE Xplore, Scopus, and Web of Science (1 January 2010 to April 2023) and found that 24 out of 847 articles met the inclusion criteria. We identified 18 categories of design considerations related to design and learning and a design process used to create iVR applications. We also identified existing trends related to universities, publications, devices, human senses, and development platforms. Finally, we addressed study limitations and future directions for designing iVR applications for English learning.

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Web-Portal-Based Repurposing of VR Scenarios for TEFL Applications

Cited by 2 publications

References 2 publications

Challenges Facing the Adoption of VR for Language Education: Evaluating Dual-Frame System Design as a Possible Solution

Challenges Facing the Adoption of VR for Language Education: Evaluating Dual-Frame System Design as a Possible Solution

Design Recommendations for Immersive Virtual Reality Application for English Learning: A Systematic Review

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