Words in Motion: Kinesthetic Language Learning in Virtual Reality

Vazquez, Christian; Xia, Lei; Aikawa, Takako; Maes, Pattie

doi:10.1109/icalt.2018.00069

Cited by 54 publications

(40 citation statements)

References 9 publications

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“…The type of content considered here is that designed for learners of English as a foreign language. There have been some recent studies, using state of the art VR technology, that targeted vocabulary teaching and learning of a foreign language (CHO, 2018;VAZQUEZ et al, 2018;GUPTA, 2016). These studies are inconclusive to validate VR as a tool to improve the recall of target-words immediately after the activity, in comparison to other hypermedia resources, such as desktop applications.…”

Section: Introductionmentioning

confidence: 99%

“…These studies are inconclusive to validate VR as a tool to improve the recall of target-words immediately after the activity, in comparison to other hypermedia resources, such as desktop applications. However, the studies by Vazquez et al (2018) and Gupta (2016) have in common the fact that their participants who were in the VR experimental group scored better in long-term-memory vocabulary tests 1 .…”

Section: Introductionmentioning

confidence: 99%

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Virtual Reality in English Vocabulary Teaching: An Exploratory Study on Affect in the Use of Technology

Monteiro

Ribeiro

2020

Trab. linguist. apl.

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The evaluative studies of hypermedia effects on second language acquisition have been mostly applied to interfaces whose user’s input is limited to clicks, typed texts, and voice. Nonetheless, virtual reality (VR) technology expanded user’s interactions with a data processing machine since it explores a sense of presence through body language, 360-degrees images, and tactile techniques. It is in this context that this paper approaches VR to explore its potential for foreign language vocabulary teaching and learning, considering mainly the appraisal mechanisms novelty and pleasantness proposed by Schumann (1999). This exploratory research presents the preparation and the results of a study applied to sixteen undergraduate English students at the Federal University of Juiz de Fora, Brazil, as well as to nine students from the author’s one private course. The technology used in this study were three Google products: Cardboard™, as the VR headset; Expeditions, for the narrative; and Polly, for the building of the VR scenes. The following methodological actions were addressed to the participants of the study: an English placement test; vocabulary tests; exposure to the virtual environment, a guided visit to Museo Frida Kahlo, in Mexico; and a questionnaire on the evaluation of the experience. At the theoretical level, the present study is based on the assumptions of the Cognitive Theory of Multimedia Learning (MAYER, 2001) and in the role of affect in language learning (SCHUMANN, 1997; 1999). The results of vocabulary tests, the questionnaire, and limitations of the technology are discussed, giving a basis for the conclusion that VR can significantly contribute to foreign language vocabulary teaching and learning since the technology has the potential to motivate students and immerse them into real-life-like scenarios.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Virtual Reality in English Vocabulary Teaching: An Exploratory Study on Affect in the Use of Technology

Monteiro

Ribeiro

2020

Trab. linguist. apl.

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“…In many studies, a comparison was made between the use of IVR and traditional methods for vocabulary acquisition in language learning settings. Here are presented a few examples of the traditional methods identified in included studies: memorization using flashcards [Ebert et al 2016], word-word paired association learning [Legault et al 2019], and text-only condition learning [Vázquez et al 2018]. The use of IVR has shown to benefit more the less successful learners when compared to traditional methods [Legault et al 2019].…”

Section: Resultsmentioning

confidence: 99%

“…In regards to user preferences, the ratings and enjoyment perceived through IVR, when compared to traditional methods, were more significant [Ebert et al 2016]. Despite this, immediately after using traditional methods, higher memory retention was reported [Ebert et al 2016, Vázquez et al 2018. However, with the use of IVR, there was a higher retention of long-term memory [Ebert et al 2016].…”

Section: Resultsmentioning

confidence: 99%

The Use of Immersive Virtual Reality for Vocabulary Acquisition: a Systematic Literature Review

Palmeira¹,

Martin²,

Gonçalves³

et al. 2020

Anais Do XXXI Simpósio Brasileiro De Informática Na Educação (SBIE 2020)

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Many teachers consider vocabulary acquisition a low intellectual activity. However, substantial time is needed for teachers and learners, in this subject, since there are vast numbers of words to be learned. In this context, it is expected that vocabulary acquisition assisted by Immersive Virtual Reality (IVR) can be a powerful learning method. Therefore, this paper aims to summarize the state-of-the-art concerning the use of IVR in vocabulary acquisition through a systematic literature review. Results pointed out that IVR enables autonomous learning with an increase in the speed of the educational process, and its use has shown higher effectiveness, positive attitudes, engagement, and motivation on the part of students.

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“…This situation creates a significant challenge for adult Irish language learners who do not have access to a community of practice. VR studies have begun to illustrate its potential for language learning in areas such as vocabulary retention (Vazquez, Xia, Aikawa, & Maes, 2018) and cultural awareness (Cheng, Yang, & Andersen, 2017). We seek to design the game from a situated perspective to give participants the ability to interact with native-speaking avatars to provide them with a community of practice.…”

Section: Irish Language Context and Virtual Realitymentioning

confidence: 99%

GaeltechVR: Measuring the Impact of an Immersive Virtual Environment to Promote Situated Identity in Irish Language Learning

Collins¹,

Vaughan²,

Cullen³

et al. 2019

JVWR

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This study investigates how a design-based research methodology is best suited to measuring the impact of a designed virtual reality experience to improve situated identity in Irish learners focusing on their attitudes, motivation, and confidence as Irish language learners. This paper describes the design of GaeltechVR: an immersive Irish language VR experience designed for the VIVE Pro. It also gives the results of a mixed-methods study to measure the impact in a local adult Irish language learner context. A questionnaire on situated attitudes and motivation to language learning (Ushioda & Dörnyei, 2009) was adapted for the Irish context to investigate a small scale sample of the local context's attitudes to Irish language learning. The participant's gameplay was recorded for analysis along with questionnaires on presence (Witmer & Singer, 1998), simulator sickness and an adapted questionnaire on their attitudes after the intervention.Using best practice in design-based research experiments (Nelson, Ketelhut, Clarke, Bowman, & Dede, 2013) the study had two main goals: To investigate the usability of the design of GaeltechVR and to measure the impact of the intervention on attitudes, identity and motivation in the local Irish language learning context.

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Words in Motion: Kinesthetic Language Learning in Virtual Reality

Cited by 54 publications

References 9 publications

Virtual Reality in English Vocabulary Teaching: An Exploratory Study on Affect in the Use of Technology

Virtual Reality in English Vocabulary Teaching: An Exploratory Study on Affect in the Use of Technology

The Use of Immersive Virtual Reality for Vocabulary Acquisition: a Systematic Literature Review

GaeltechVR: Measuring the Impact of an Immersive Virtual Environment to Promote Situated Identity in Irish Language Learning

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