FRENCH AS A FOREIGN LANGUAGE: DESIGN, DEVELOPMENT AND EVALUATION OF AN IMMERSIVE VIRTUAL REALITY LEARNING ENVIRONMENT

2018 ◽  
Author(s):  
Vaia Maragkou ◽  
Maria Rangoussi
Keyword(s):  
Virtual Reality ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Design ◽  
Immersive Virtual Reality ◽  
Design Development

scholarly journals Immersive Virtual Reality for Foreign Language Education: A PRISMA Systematic Review

IEEE Access ◽  
2021 ◽  
Vol 9 ◽  
pp. 48952-48962
Author(s):  
Bruno Peixoto ◽  
Rafael Pinto ◽  
Miguel Melo ◽  
Luciana Cabral ◽  
Maximino Bessa
Keyword(s):  
Systematic Review ◽  
Virtual Reality ◽  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Immersive Virtual Reality

Feasibility of Using an Augmented Immersive Virtual Reality Learning Environment to Enhance Music Conducting Skills

2017 ◽  
Vol 27 (1) ◽  
pp. 24-35 ◽  
Author(s):  
Evelyn K. Orman ◽  
Harry E. Price ◽  
Christine R. Russell
Keyword(s):  
Virtual Reality ◽  
Learning Environment ◽  
Learning Environments ◽  
Feasibility Study ◽  
Wind Band ◽  
Eye Contact ◽  
Head Tracking ◽  
Immersive Virtual Reality ◽  
Skill Improvement ◽  
Nonverbal Skills

Acquiring nonverbal skills necessary to appropriately communicate and educate members of performing ensembles is essential for wind band conductors. Virtual reality learning environments (VRLEs) provide a unique setting for developing these proficiencies. For this feasibility study, we used an augmented immersive VRLE to enhance eye contact, torso movement, and gestures of novice wind band conductors. Ten undergraduates randomly assigned to no VRLE ( n = 3), VRLE with head tracking ( n = 4), or VRLE without ( n = 3) head tracking received eight treatment sessions over a 4-week period. While participants conducted a live ensemble, their eye contact, torso movements, and gestures were measured. A comparison of pretest and posttest scores showed that students using the augmented immersive VRLE with head tracking demonstrated greater conducting skill improvement than those not using virtual reality.

scholarly journals On building an object-oriented parallel virtual reality system

2012 ◽  
Vol 2 (3) ◽  
Author(s):  
Branislav Sobota ◽  
Štefan Korečko ◽  
František Hrozek
Keyword(s):  
Virtual Reality ◽  
Virtual Worlds ◽  
Virtual World ◽  
Object Oriented ◽  
Immersive Virtual Reality ◽  
Design Development ◽  
Virtual Reality System ◽  
Home Institution ◽  
Building Process ◽  
Oriented Parallel

AbstractThe paper deals with an issue of a design, development and implementation of a fully immersive virtual reality (VR) system and corresponding virtual worlds, specified in an object-oriented fashion. A virtual world object structure, reflecting a division of VR system into subsystems with respect to affected senses, is introduced. It also discusses virtual worlds building process, utilizing the software development technique of stepwise refinement, and possibilities of parallel processing in VR systems. The final part describes a VR system that has been implemented at the home institution of the authors according to some of the ideas presented here.

scholarly journals The design, development and evaluation of a virtual reality based learning environment

2006 ◽  
Vol 22 (1) ◽  
Author(s):  
Chwen Jen Chen
Keyword(s):  
Virtual Reality ◽  
Learning Environment ◽  
Three Dimensional ◽  
Instructional Designers ◽  
Educational Effectiveness ◽  
Design Development ◽  
Effective Learning ◽  
Development Framework ◽  
Immersive System ◽  
Technology In Instruction

<span>Many researchers and instructional designers increasingly recognise the benefits of utilising three dimensional virtual reality (VR) technology in instruction. In general, there are two types of VR system, the immersive system and the non-immersive system. This article focuses on the latter system that merely uses the conventional personal computer setting. Although VR is recognised as an impressive learning tool, there are still many issues that need further investigations. These include (i) identifying the appropriate theories and/or models to guide its design and development, (ii) investigating how its attributes are able to support learning, finding out whether its use can improve the intended performance and understanding, and investigating ways to reach more effective learning when using this technology, and (iii) investigating its impact on learners with different aptitudes. This project chose a learning problem that was related to novice car driver instruction, to study some aspects of these issues. Indeed, the study provided valuable insights to a feasible instructional design theoretical framework, as well as an instructional development framework for VR based learning environments. In addition, it also developed understanding of the educational effectiveness of such a learning environment and its effect on learners with different aptitude.</span>

Influence of Students’ Learning Style, Sense of Presence, and Cognitive Load on Learning Outcomes in an Immersive Virtual Reality Learning Environment

2019 ◽  
Vol 58 (3) ◽  
pp. 596-615 ◽  
Author(s):  
Chiao Ling Huang ◽  
Yi Fang Luo ◽  
Shu Ching Yang ◽  
Chia Mei Lu ◽  
An-Sing Chen
Keyword(s):  
Virtual Reality ◽  
Learning Environment ◽  
Cognitive Load ◽  
Learning Outcomes ◽  
Learning Style ◽  
Cognitive Learning ◽  
Mental Effort ◽  
Immersive Virtual Reality ◽  
Sense Of Presence ◽  
Cognitive Learning Outcomes

The purpose of this study was to investigate the relationship among Taiwanese high school students’ learning style, sense of presence, cognitive load, and affective and cognitive learning outcomes in an immersive virtual reality-based learning environment. This study used a teaching experiment intervention method. Seventy-seven students participated in the virtual reality-based learning environment and completed related scales and a test. This study found that although the students’ learning style does not influence learning outcomes, it may influence the subjective sense of presence and cognitive load in the learning process. Regarding the affective learning outcome, involvement/immersion, sensory fidelity, and mental effort are positive predictors. In addition, involvement/immersion, interface quality, mental load, and mental effort are negative predictors of cognitive learning outcomes. The conclusion from this study is that students with some learning style preferences must bear a greater cognitive load to achieve the same learning outcomes as other students. This study also points out that the components of sense of presence and cognitive load generate inconsistent predictive effects on affective and cognitive learning outcomes, respectively. Therefore, it is important to deeply explore the influence of sense of presence and cognitive load structure on learning in virtual environments.

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