Virtual Reality Language Lab of Second Language Learning Based on J Bruner’s Discovery Learning and Self-Efficacy Theory—Literature Review and Solution Improvement

Language learning has gradually involved innovative technology such as the use of 3D virtual worlds, which can enhance learners’ immersion through improved engagement with the help of their motivational components. Immersion in the target language environment for example English, Spanish, French and German environment provides maximum exposure to the communicative use, offering the opportunity to learners’ active creativity. Since real travel is expensive and impractical, virtual travel in the virtual reality language lab provides them a brand new opportunity. Adopting the literature research method, this paper aims to figure out the optimum time duration and time frequency for most language learners to spend in the virtual world. Based on Discovery Learning and Self-efficacy Theory, we tend to focus on the behaviors of the learner in the virtual world, such as how they express themselves in second language and acquire daily expressions with the help of Unity3D to design and develop 3D virtual worlds and the EEG (electroencephalogram) equipment to reflect changes in the neural representation of the task environment. In order to find a possible relationship between communicative activities and the learning theories of Discovery Learning and Self-efficacy Theory, correlative analysis and principal component analysis were performed. According to this research, we can effectively limit the time and frequency of the immersion in the second language environment and promote the efficiency.

A Systematic Literature Review on the User Experience Design for Game-Based Interventions via 3D Virtual Worlds in K-12 Education

A substantial body of literature has well-documented and demonstrated the potential of using three-dimensional (3D) virtual worlds (VWs) across various learning subjects and contexts in primary and secondary (K-12) education. However, little is known when it comes to issues related to child-interaction research and the impact that design decisions have on the user experience (UX), especially when game-based learning approaches are employed in 3DVWs. Hence, in this systematic literature review, we appraise and summarize the most relevant research articles (n = 30) conducted in K-12 settings, published between 2006–2020 and that elicit information related to (a) the interaction design (ID) of game events and trends associated with game elements and features that were utilized for the development and creation of game prototypes, (b) the research methods which were followed to empirically evaluate their teaching interventions, and (c) the design-related issues and factors affecting ID and UX by identifying the most frequent set of learning and game mechanics that were adopted in various game prototypes in different learning subjects. The vast majority of game prototypes enhanced students’ engagement and participation, affecting their achievements positively. This systematic literature review provides clear guidelines regarding the design decisions that educational stakeholders should consider, and provides recommendations on how to assess and evaluate the students’ learning experience (i.e., performance, achievements, outcomes) using 3DVWs.

Virtual Reality, Augmented Reality, and Mixed Reality in Education

Virtual reality (VR), augmented reality (AR), and mixed reality (MR) are three different technologies developed in the last decades of the 20th century. They combine hardware and software solutions. They permit the creation of three-dimensional (3D) virtual worlds and virtual objects. This chapter describes how VR, MR, and AR technologies find positive application fields in educational environments. They support different learning styles, offering potential help in teaching and in learning paths.

Instructional Design and 3D Virtual Worlds

Starting from the analysis of the typical difficulties of the condition of autism spectrum syndrome and the literature relating to the effectiveness of the use of virtual worlds, the chapter presents the design and implementation of social stories within a 3D social virtual world, namely edMondo. The environment was used for a second phase of a piloting of a research project about the development of social abilities in children with ASD and involve the use of social scenarios thanks to the interaction with a robot avatar.

Two 3D virtual worlds as domain-oriented design environments: closing the educational gap with the action-breakdown-repair model

PurposeThe present study proposes action-breakdown-repair (ABR) as a pedagogical model and 3D virtual worlds as technology, to bridge the gap between curricular goals and students out of school technology experiences, referred to as the educational gap.Design/methodology/approachA qualitative study combining design-based research (DBR) and a case study was used with video observation as a data collection method. ABR is demonstrated by an empirical analysis of learning activities with ©Minecraft (hereafter MC) and ©Second LifeTM (hereafter SL) used in two teacher education programs.FindingsTeachers and students could use the technology with some initial training. Experience in gameplay, collaboration and problem solving eased the transitioning into curricular activities. The teachers integrated domain knowledge by giving students tasks that involved the creation of domain-specific artifacts and role-play scenarios. In total, two dilemmas of educational gap closing were found and discussed: learning domain knowledge vs learning technology and breakdown in action vs breakdown in understanding.Research limitations/implicationsAutomated feedback (critiquing) adapted to students' individual needs while building and role-playing in MC or SL to off-load some of the teachers’ work in scaffolding design activities in the classroom is a direction for further work.Practical implicationsThe model can provide guidance for teachers and other stakeholders who are in the process of integrating creative technologies like visual programming, design environments and collaboration tools in K-12 education.Originality/valueA novelty of the present research is treating ABR as a pedagogical model and closing the educational gap.

Features of Second Life virtual environment and evaluation within the scope of art education

Depending on the rapid development of technology, many environments, tools and methods are being developed in the field of education and training. These innovations include education in virtual worlds and three-dimensional education technologies that we have encountered frequently in recent years. With the improvement of three-dimensional education technologies, it is known that learning is used in "3D virtual worlds". Accordingly, it is mentioned that virtual environments are used in all levels of education, learning and teaching process.In this study, the virtual world of Second Life, which is a three-dimensional online life simulation and can be defined as an alternative teaching environment, was examined. The aim of this article; Introducing Second Life, a virtual environment that can be used in art and design education, to provide a theoretical perspective, to contribute to researchers and teachers who want to use 3D virtual worlds for educational purposes and to create a theoretical basis for the researches in this environment.Therefore, first of all, 3D virtual worlds are examined from a general perspective. Then, the Second Life application from 3D virtual environments was examined in detail and its general characteristics were defined.In addition, the use of Second Life in education, construction and content creation within the application, art and design making and art education were discussed. For this reason, examples of the artists using the Second Life application were given and some of the educational practices related to how Second Life was used in art and design education were included. In the conclusion part, with the development of technology and the use of virtual worlds in education, the gains that can be achieved in art classes were also included. In this context, the importance of the use of technology, various computer applications (VR, augmented reality applications, etc.) and 3D virtual worlds was mentioned in terms of today's art education gains. It was also stated that the ways of incorporating technology into art education should be questioned. ​Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Teknolojinin hızla ilerlemesine bağlı olarak eğitim ve öğretim alanında birçok ortam, araç ve yöntem geliştirilmektedir. Bu yeniliklerin içerisinde son yıllarda sıkça karşılaştığımız sanal dünyalarda eğitim ve üç boyutlu eğitim teknolojileri de yer almaktadır. Üç boyutlu eğitim teknolojilerinin iyileştirilmesiyle beraber “3B sanal dünyalarda öğrenme”nin ön plana çıktığı bilinmektedir. Buna bağlı olarak eğitimin tüm kademelerinde, öğrenme ve öğretme sürecinde sanal ortamların işe koşulduğundan söz edilmektedir. Bu araştırmada üç boyutlu, çevrimiçi bir yaşam simülasyonu olan ve alternatif bir öğretim ortamı olarak tanımlanabilen Second Life sanal dünyası incelenmiştir. Bu makalenin amacı; sanat ve tasarım eğitiminde kullanılabilecek sanal ortamlardan Second Life’ı tanıtmak, bu konuda teorik bir perspektif kazandırmak, 3B sanal dünyaları eğitim amaçlı kullanmak isteyen araştırmacı ve öğretmenlere katkı sağlamak ve bu ortamda yapılacak araştırmalar için kuramsal zemin oluşturmaktır. Bu nedenle öncelikle 3B sanal dünyalara genel bir çerçeveden bakılmıştır. Ardından 3B sanal ortamlardan Second Life uygulaması detaylı bir biçimde incelenerek genel özellikleri tanımlanmıştır. Second Life uygulamasının eğitimde kullanılması, uygulama dâhilinde inşa ve içerik oluşturma, sanat ve tasarım yapma ve sanat eğitimi konusu tartışılmıştır. Daha sonra Second Life uygulamasını kullanan sanatçılara örnekler verilmiş ve Second Life’ın sanat ve tasarım eğitiminde nasıl kullanıldığına ilişkin eğitim uygulamalarından bazılarına yer verilmiştir. Sonuç kısmında teknolojinin gelişmesi ve sanal dünyaların eğitimde kullanımıyla beraber sanat derslerinde elde edilebilecek kazanımlar yer almıştır. Buna bağlı olarak teknolojinin, çeşitli bilgisayar uygulamalarının (VR, artırılmış gerçeklik uygulamaları, vb.) 3B sanal dünyaların eğitimde kullanılmasının günümüz sanat eğitimi kazanımları açısından önemine değinilmiştir. Ayrıca sanat eğitimine teknolojinin dâhil edilme biçimlerinin sorgulanması gerektiği ifade edilmiştir.