scholarly journals Italian Open Education: virtual reality immersions for the language classroom

2019 ◽  
pp. 37-47 ◽  
Author(s):  
Margherita Berti
Keyword(s):  
Virtual Reality ◽  
Open Education ◽  
Language Classroom

VR-Based Gamification of Communication Training and Oral Examination in a Second Language

2019 ◽  
pp. 811-828 ◽  
Author(s):  
Liesa Reitz ◽  
Aline Sohny ◽  
Gerrit Lochmann
Keyword(s):  
Virtual Reality ◽  
Second Language ◽  
Communication Skills ◽  
Oral Language ◽  
Real Life ◽  
Communication Training ◽  
Spoken English ◽  
Language Classroom ◽  
The Given ◽  
The Empirical Analysis

The authors present a novel way of oral language training by embedding the English as a foreign language (EFL) learning process into a generic 3D Cooperative Virtual Reality (VR) Game. Due to lack of time, resources and innovation, the language classroom is limited in its possibilities of promoting authentic communication. Therefore, the researchers investigated how to induce a VR setting with information gaps, for which they designed a template which intrinsically promotes communication and the students' confidence in using EFL. Thereby, VR enables the simulation of real life situations, creating both comfortable and authentic training environments. The game content is based on the internationally approved Graded Examination in Spoken English (GESE) Trinity Exam and can be adapted to the needs of the learners or the given curricula. The empirical analysis shows that the designed game trains the students' communication skills, evoking a high amount of speech and a qualitative linguistic output.

scholarly journals VIRTUAL REALITY FOR SUPPORTING AUTHENTIC LEARNING IN 21ST CENTURY LANGUAGE CLASSROOM

2021 ◽  
Vol 18 (1) ◽  
pp. 132
Author(s):  
Luh Putu Restu Adi Utami ◽  
Ni Komang Arie Suwastini ◽  
Gede Rasben Dantes ◽  
Christina Turut Suprihatin ◽  
Kadek Eva Krishna Adnyani
Keyword(s):  
Virtual Reality ◽  
21St Century ◽  
Authentic Learning ◽  
Language Classroom

Pembelajaran otentik adalah konsep untuk mendekatkan dunia nyata atau pengalaman nyata kepada siswa di dalam kelas. Penggunaan pembelajaran otentik yang menghadirkan realitas di dalam kelas lebih kontekstual dengan aktivitas siswa sehari-hari. Virtual Reality (VR) menawarkan simulasi multimedia 3D kehidupan nyata interaktif, mempromosikan interaktivitas dengan dunia ciptaan, dan memungkinkan sensasi sensorik. Artikel ini mensintesis artikel penelitian sebelumnya dari jurnal terindeks SCOPUS tentang penggunaan realitas virtual untuk mendukung pembelajaran otentik di ruang kelas bahasa abad ke-21. Pendekatan yang digunakan dalam tinjauan pustaka ini adalah pendekatan yang disederhanakan oleh Aveyard (2010). Hasil tinjauan pustaka ini menemukan bahwa penggunaan virtual reality memberikan beberapa manfaat dalam pembelajaran otentik di kelas bahasa abad 21. Selain itu, penggunaan Virtual Reality di kelas bahasa abad ke-21 juga memiliki kelebihan dan kekurangan. Kajian ini mengimplikasikan bahwa implementasi Realitas Virtual di bawah kerangka teoritis dan teknik yang ada akan mempertahankan premis bahwa hasil pembelajaran dibantu oleh pengoperasian lingkungan virtual di bawah kerangka teoritis yang ditetapkan.

Pedagogical Considerations for Successful Implementation of Virtual Reality in the Language Classroom

2020 ◽  
pp. 24-46
Author(s):  
Ryan Lege ◽  
Euan Bonner ◽  
Erin Frazier ◽  
Luann Pascucci
Keyword(s):  
Virtual Reality ◽  
Cognitive Load ◽  
Instructional Medium ◽  
Successful Implementation ◽  
Language Classroom ◽  
Application Analysis ◽  
History Of ◽  
Commercial Off The Shelf ◽  
Key Aspects ◽  
Potential Use

Virtual reality (VR) offers unique opportunities for immersive activities previously not possible in the language classroom. However, as with any new instructional medium, it is difficult to employ these technologies effectively. There is often a gap between teachers' understanding of how to use the technology and the pedagogical needs of the classroom. This chapter introduces the VR Application Analysis Framework. The framework, supported by established theory, assists with the analysis and implementation of commercial off-the-shelf VR applications into language classroom tasks. This chapter explores the history of VR and the background for its potential use in the classroom. The four key aspects of the framework are presented: immersive capacity, cognitive load, purpose, and communicative capability. Four existing VR applications and their accompanying activities are presented as examples of using the framework.

Fostering Cultural Understanding with Virtual Reality

2020 ◽  
Vol 10 (1) ◽  
pp. 47-59
Author(s):  
Margherita Berti ◽  
Stefano Maranzana ◽  
Jacob Monzingo
Keyword(s):  
Virtual Reality ◽  
Language Learners ◽  
Undergraduate Students ◽  
Immersive Virtual Reality ◽  
Educational Setting ◽  
Cultural Understanding ◽  
Foreign Culture ◽  
Language Classroom ◽  
Cultural Layers ◽  
Contextualized Learning

In virtual reality, language learners can experience the foreign culture by exploring authentic and contextualized learning environments. To date, there is a lack of studies investigating the use of highly immersive virtual reality for cultural understanding as well as learners' attitudes toward its implementation in the language classroom. This study addresses this gap by exploring language learners' stereotypes and generalizations of the foreign culture experienced in highly immersive virtual reality, and their beliefs regarding its use in the educational setting. Undergraduate students enrolled in beginner Italian courses viewed three ordinary Italian environments with the use of their smartphones, headphones, and Google Cardboard. Through surveys, written reflections, and a focus group interview participants shared their cultural understandings and attitudes toward virtual reality. Results show that virtual reality was positively perceived and helped learners discover new cultural layers generally not encountered in traditional pedagogical materials.

The Language-Speech Clinician and Open Education

1973 ◽  
Vol 4 (1) ◽  
pp. 49-51
Author(s):  
Mary E. Dobson ◽  
Russell L. Dobson
Keyword(s):  
Open Education
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