Wireless Collaborative Virtual Environments Applied to Language Education

Multimedia Transcoding in Mobile and Wireless Networks ◽

10.4018/978-1-59904-984-7.ch013 ◽

2011 ◽

pp. 236-257

Author(s):

Miguel A. Garcia-Ruiz ◽

Samir A. El-Seoud

Keyword(s):

Virtual Reality ◽

Second Language ◽

Collaborative Learning ◽

Language Learning ◽

Second Language Learning ◽

Real Life ◽

Language Instruction ◽

Wireless Multimedia ◽

Computer Supported Collaborative Learning ◽

Collaborative Virtual Reality

This chapter provides an overview of second language learning and an approach on how wireless collaborative virtual reality can contribute to resolving important pedagogical challenges. Second language learning provides an exceptional opportunity to employ mobility and multimedia in the context of just-in-time-learning in formal learning situations, or ubiquitous and lifelong learning in more informal settings. We hypothesize that virtual reality is a tool that can help teach languages in a collaborative manner in that it permits students to use visual, auditory, and kinesthetic stimuli to provide a more “real-life” context, based in large part on Computer-Supported Collaborative Learning. Studies are being conducted in which we assess usability, wireless multimedia technology, and collaborative learning aspects to discover how virtual reality can help students overcome language and anxiety barriers. Furthermore, we suggest carrying out longitudinal studies to determine to what extent wireless, mobile, and collaborative virtual reality can contribute to language instruction.

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Towards Usable Collaborative Virtual Reality Environments for Promoting Listening Comprehension

Multi-User Virtual Environments for the Classroom ◽

10.4018/978-1-60960-545-2.ch024 ◽

2011 ◽

pp. 386-411

Author(s):

Miguel A. Garcia-Ruiz ◽

Arthur Edwards ◽

Raul Aquino-Santos ◽

Jay Shiro Tashiro ◽

Bill Kapralos

Keyword(s):

Virtual Reality ◽

Second Language ◽

Language Learning ◽

Virtual Environment ◽

Listening Comprehension ◽

Ease Of Use ◽

Qualitative Description ◽

Computer Assisted ◽

Collaborative Virtual Reality ◽

Future Work

This chapter investigates whether an educational virtual environment can be developed to practice listening comprehension skills that meets second language student needs, complies with usability criteria, and is motivating to use. The chapter also investigates whether the usability of virtual reality(VR) technology positively affects language learning listening comprehension. It provides background research and information in Computer Assisted Language Learning (CALL), VR, and second language methodology. It then presents a technical and qualitative description of Realtown, a virtual environment designed to promote listening comprehension. This chapter also describes a usability study of Realtown. Student errors, motivation, and ease of use, among other features, were positively measured on listening comprehension activities in Realtown. Future work includes longitudinal studies on learning issues, first-person, and collaborative experiences in VR, including the impact of VR on learning and knowledge transfer when combined with traditional instruction.

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Sociocultural Theory Applied to Second Language Learning: Collaborative Learning with Reference to the Chinese Context

International Education Studies ◽

10.5539/ies.v6n9p165 ◽

2013 ◽

Vol 6 (9) ◽

Cited By ~ 6

Author(s):

Dongyu Zhang ◽

Yu Fan ◽

Wanyi Du

Keyword(s):

Second Language ◽

Collaborative Learning ◽

Language Learning ◽

Sociocultural Theory ◽

Second Language Learning ◽

Learning Collaborative ◽

Chinese Context

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Does gamification in virtual reality improve second language learning?

10.1109/icgi54032.2021.9655286 ◽

2021 ◽

Author(s):

Rafael Darque Pinto ◽

Pedro Monteiro ◽

Miguel Melo ◽

Luciana Cabral ◽

Maximino Bessa

Keyword(s):

Virtual Reality ◽

Second Language ◽

Language Learning ◽

Second Language Learning

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Second Language Learning in Magnet School Contexts

Annual Review of Applied Linguistics ◽

10.1017/s0267190500002403 ◽

1992 ◽

Vol 13 ◽

pp. 71-85 ◽

Cited By ~ 2

Author(s):

Myriam Met

Keyword(s):

Second Language ◽

Language Learning ◽

Magnet Schools ◽

Second Language Learning ◽

Effective Means ◽

Language Instruction ◽

Magnet School ◽

Racial Isolation ◽

Language Programs ◽

New School

Magnet schools have had a significant influence on second language learning in the last two decades. Designed to reduce racial isolation by attracting students to a desegregated setting, magnet schools offer an attractive option for parents willing to consider alternatives to their neighborhood school. Since the 1970s and continuing through today, school systems have found that second language programs are an effective means of drawing parents and their children to new school settings. As a result, language magnets have proliferated and have had a profound impact on language instruction throughout the U.S.

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