Immersive Language Learning in Collaborative Virtual Environments

2010 ◽  
pp. 78-94 ◽  
Author(s):  
Ya-Chun Shih
Keyword(s):  
Virtual Reality ◽  
Web 2.0 ◽  
Language Learning ◽  
Virtual Environments ◽  
Empirical Evidence ◽  
Theory And Practice ◽  
Collaborative Virtual Environments ◽  
Immersion Experience ◽  
A Current

This chapter explores the role of collaborative virtual environments (CVE) in the language learning immersion experience. Despite the lack of strong empirical evidence, CVE assisted language learning has become an interesting point in recent research on technology-supported language learning. The current work reviews specific issues in the context of CVE assisted language learning: (a) current research, theory and practice; (b) virtual reality assisted language learning; (c) link between CVEs and Web 2.0.

LIRKIS Global Collaborative Virtual Environments: Current State and Utilization Perspective

2020 ◽  
Vol 11 (1) ◽  
pp. 99-106
Author(s):  
Marián Hudák ◽  
Štefan Korečko ◽  
Branislav Sobota
Keyword(s):  
Virtual Reality ◽  
Virtual Environments ◽  
Smart Devices ◽  
Collaborative Virtual Environments ◽  
Web Based ◽  
Smart Client ◽  
Input Devices ◽  
User Input ◽  
History Of ◽  
Shared Virtual Environments

AbstractRecent advances in the field of web technologies, including the increasing support of virtual reality hardware, have allowed for shared virtual environments, reachable by just entering a URL in a browser. One contemporary solution that provides such a shared virtual reality is LIRKIS Global Collaborative Virtual Environments (LIRKIS G-CVE). It is a web-based software system, built on top of the A-Frame and Networked-Aframe frameworks. This paper describes LIRKIS G-CVE and introduces its two original components. The first one is the Smart-Client Interface, which turns smart devices, such as smartphones and tablets, into input devices. The advantage of this component over the standard way of user input is demonstrated by a series of experiments. The second component is the Enhanced Client Access layer, which provides access to positions and orientations of clients that share a virtual environment. The layer also stores a history of connected clients and provides limited control over the clients. The paper also outlines an ongoing experiment aimed at an evaluation of LIRKIS G-CVE in the area of virtual prototype testing.

The Use of Avatars and Virtual Worlds for Learning

2011 ◽  
pp. 234-261
Keyword(s):  
Social Interactions ◽  
Virtual Environments ◽  
Real Time ◽  
Virtual Worlds ◽  
Learning Experiences ◽  
Collaborative Virtual Environments

Virtual environments (VEs) can be immersive (IVE) or collaborative (CVE). Networked collaborative virtual environments (NCVEs) connect participants in real time via a network. Each type of VE presents opportunities to use different combinations of technologies to design engaging learning experiences, especially using avatars. Avatars are used as forms of self-representation for students as well as instructors. Anonymity enables users to alter their identities and interact in new ways through transformed social interactions. Advancements in technology continue to humanize avatars, thus changing their role in the VE and also changing the role of the instructor.

Learner Autonomy as Discourse: The Role of the Target Language

10.47908/9/1 ◽  
2013 ◽  
pp. 13-29
Author(s):  
David Little
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Learner Autonomy ◽  
Language Learner ◽  
Theory And Practice ◽  
Target Language ◽  
Language Discourse ◽  
Development Of Language ◽  
Number Of Publications

In a number of publications (e.g., Little 2001, 2004, 2007) I have argued that the exercise and development of language learner autonomy depend on the operationalization of three interacting principles: learner involvement, learner reflection, and target language use. In this article I explore the theory and practice of language learner autonomy from the perspective of the third of these principles. I argue that the most successful language learning environments are those in which, from the beginning, the target language is the principal channel through which the learners’ agency flows: the communicative and metacognitive medium through which, individually and collaboratively, they plan, execute, monitor and evaluate their own learning. I describe in some detail the communicative and metacognitive dynamic that shapes target language discourse in the autonomy classroom at lower secondary level before suggesting ways of creating the same dynamic in other contexts of formal language learning. I conclude by briefly considering the implications of my argument for empirical research.

scholarly journals Research into Practice: Cultural and intercultural awareness

2015 ◽  
Vol 48 (1) ◽  
pp. 130-141 ◽  
Author(s):  
Will Baker
Keyword(s):  
Language Learning ◽  
Classroom Practice ◽  
Cultural Awareness ◽  
Global Scale ◽  
Theory And Practice ◽  
Cultural Dimension ◽  
National Cultures ◽  
Intercultural Awareness ◽  
Pedagogic Theory

This article examines the role of cultural awareness (CA) and intercultural awareness (ICA) in classroom theory and practice. CA and ICA can be roughly characterised as an awareness of the role of culture in communication with CA focused on national cultures and ICA on more dynamic and flexible relationships between languages and cultures. There will be a consideration of findings from CA and ICA research that have not been well applied, those that have been well applied and those that have been over-applied to classrooms. In particular, it will be argued that CA and ICA are more prevalent in pedagogic theory, and to a lesser extent policy, than they are in practice. While the cultural dimension to language learning is now fairly mainstream, where elements of CA and ICA are applied or translated into the classroom they typically take the form of comparisons between national cultures, often in essentialist forms. There is still little evidence of classroom practice that relates to the fluid ways cultures and languages are related in intercultural communication, especially for English as a lingua franca or other languages used on a global scale.

scholarly journals Discretionary Access Controls for a Collaborative Virtual Environment

2010 ◽  
Vol 9 (1) ◽  
pp. 61-71 ◽  
Author(s):  
Timothy Wright ◽  
Greg Madey
Keyword(s):  
Virtual Reality ◽  
Access Control ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Collaborative Virtual Environments ◽  
Collaborative Virtual Environment ◽  
Discretionary Access Control ◽  
Limited Access ◽  
Access Controls ◽  
Restrict Movement

As collaborative virtual environments (CVEs) are more widely used, participant access to CVE objects and information becomes a significant concern. In virtual reality games, storefronts, classrooms, and laboratories, for example, the need to control access to spaces and objects is integral to the security of activities taking place there. However, limited access controls are typically available in CVEs. Often, such controls are course-grained, only protecting against movements by unauthorized participants into specific areas. In answer to this deficiency, we offer a discretionary access control (DAC) system based on traditional concepts of users and groups, and tailored to the needs of a CVE. Our system, called WonderDAC, includes the ability to restrict movement into areas, as well as control interactions with objects. A basic WonderDAC prototype has been implemented within the Project Wonderland CVE.

scholarly journals Interacción y debate en Twitter en las elecciones españolas de mayo de 2015: ¿promesa tecnológica o realidad virtual?

Obra digital ◽  
2016 ◽  
pp. 61-83 ◽  
Author(s):  
Neiky Machado Flores ◽  
Arantxa Capdevilla Gómez
Keyword(s):  
Virtual Reality ◽  
Qualitative Methods ◽  
Virtual Environments ◽  
Political Communication ◽  
Election Campaigns ◽  
Online Interaction ◽  
Traditional Media ◽  
New Parties ◽  
Quantitative And Qualitative Methods

Este artículo toma posición respecto al debate relacionado con la transformación de la comunicación política en escenarios virtuales y el papel de los partidos noveles en dichos cambios. Analiza si las campañas electorales en Twitter del PSOE y de Podemos, previas a las elecciones locales y autonómicas de 2015, aprovechan las potencialidades de interacción online o si mantienen códigos de los medios tradicionales. Para responder a los objetivos, recurre a dos programas informáticos, creados para la descarga automática de tuits y para procesar cuantitativamente los datos. Además se aplican métodos cuantitativos y cualitativos en el análisis de los resultados. Interaction and discussion on Twitter in the Spanish elections of May 2015: technological promise or virtual reality? Abstract In this paper, we take a position regarding the debate on the transformation of political communication in virtual environments and the role of new parties in these changes. We analyse whether the election campaigns of PSOE and Podemos on Twitter, before the local and autonomous elections of 2015, exploited the potential of online interaction or if traditional media codes were maintained. To meet the objectives, we use two programmes: one to automatically download tweets, and another to process the data quantitatively. We also apply quantitative and qualitative methods for analysing the results. Keywords: elections, campaign, Twitter, interaction, innovation  

scholarly journals Editors’ Note

2017 ◽  
Vol 8 (2) ◽  
pp. 1
Author(s):  
Alberto Raposo ◽  
Cléber Corrêa
Keyword(s):  
Virtual Reality ◽  
Human Factors ◽  
Virtual Environments ◽  
Peer To Peer ◽  
Medical Procedures ◽  
Conference Program ◽  
Special Issue ◽  
Collaborative Virtual Environments ◽  
Computing Systems

It is our pleasure to introduce you the second issue of JIS in 2017. This issue contains six papers of the Special Issue of the 15th Brazilian Symposium on Human Factors in Computing Systems (IHC 2016). As we have been doing since IHC 2014, the best papers of the conference are invited to submit extended versions to a special issue of JIS, guest edited by the conference program chairs. In the current publication, our guest editors are Profs. Carla Leitão, from Pontifícia Universidade Católica - Rio de Janeiro (PUC-Rio), and Luciana Salgado, from Universidade Federal Fluminense (UFF), who we thank a lot for the dedication in the preparation of this issue. We invited you to read their editorial in the following.We also have in this issue an original paper by Paulo Paiva, Liliane Machado, Jauvane de Oliveira, and Ronei de Moraes, entitled “Networking Issues for 3D Medical Collaborative Virtual Environments: Design and Applications”. The authors discuss specific networking issues for Collaborative Virtual Environments (CVEs) applied to the simulation of medical procedures. They designed, developed, and validated a peer-to-peer multicast architecture on the collaborative module of the CyberMed Virtual Reality framework, aiming at providing better network scalability.Finally, we would like to thank the authors and reviewers that contributed to JIS. At the end of the issue we acknowledge the reviewers that contributed to JIS in 2015, 2016, and 2017.JIS Editorial Board is looking forward to receiving your contributions. We hope you enjoy reading this issue!

scholarly journals PREDICTION AND ERROR-BASED LEARNING IN L2 PROCESSING AND ACQUISITION

2021 ◽  
pp. 1-26
Author(s):  
Giulia Bovolenta ◽  
Emma Marsden
Keyword(s):  
Language Acquisition ◽  
Computational Modeling ◽  
Language Learning ◽  
Empirical Evidence ◽  
Language Processing ◽  
Prediction Error ◽  
Predictive Processing ◽  
L2 Processing ◽  
L1 And L2

Abstract There is currently much interest in the role of prediction in language processing, both in L1 and L2. For language acquisition researchers, this has prompted debate on the role that predictive processing may play in both L1 and L2 language learning, if any. In this conceptual review, we explore the role of prediction and prediction error as a potential learning aid. We examine different proposed prediction mechanisms and the empirical evidence for them, alongside the factors constraining prediction for both L1 and L2 speakers. We then review the evidence on the role of prediction in learning languages. We report computational modeling that underpins a number of proposals on the role of prediction in L1 and L2 learning, then lay out the empirical evidence supporting the predictions made by modeling, from research into priming and adaptation. Finally, we point out the limitations of these mechanisms in both L1 and L2 speakers.

Customizing Multimedia and Collaborative Virtual Environments

2009 ◽  
pp. 202-210
Author(s):  
Paulo N.M. Sampaio ◽  
Ildeberto A. Rodello ◽  
Laura M. Rodríguez Peralta ◽  
Paulo Alexandre Bressan
Keyword(s):  
Virtual Reality ◽  
Virtual Environments ◽  
Three Dimensional ◽  
Modern Human ◽  
Traditional Education ◽  
Human Computer Interface ◽  
Collaborative Virtual Environments ◽  
3D Environment ◽  
Medicine Education ◽  
Education Process

Virtual reality (VR) represents a modern human-computer interface consisting of a three-dimensional (3D) environment generated by computer where the user can interact in different ways. VR can be applied in several applications domains such as medicine, education, entertainment, etc. In particular, interest is drawn to the application of VR in education since a student is able to interact and to be involved with a 3D environment, which simulates situations that are difficult or even impossible to be carried out in the traditional education process.

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