Traveling by Headset: Immersive VR for Language Learning

Autor/inn/en	Chun, Dorothy M.; Karimi, Honeiah; Sañosa, David Joshua
Titel	Traveling by Headset: Immersive VR for Language Learning
Quelle	In: CALICO Journal, 39 (2022) 2, S.129-149 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-7778
Schlagwörter	Second Language Learning; Second Language Instruction; Computer Software; Computer Assisted Instruction; Cultural Awareness; Instructional Effectiveness; Computer Simulation; Travel; Audio Equipment; Authentic Learning; Schemata (Cognition); Models; Learning Processes; Foreign Countries; Artificial Intelligence + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Computer based training; Computerunterstützter Unterricht; Cultural identity; Kulturelle Identität; Unterrichtserfolg; Computergrafik; Computersimulation; Travelling; Reisen; Reise; Audio-CD; Cognition; Schema; Kognition; Analogiemodell; Learning process; Lernprozess; Ausland; Künstliche Intelligenz
Abstract	In line with the 2021 CALICO Conference theme "Global realities," we presented a plenary on how immersive virtual reality (IVR) could be used for second language learning by allowing learners to virtually travel around the globe via headset. The main affordances of virtual reality (VR) technology include immersing learners in an authentic cultural context almost anywhere on the globe, while manifesting a strong sense of presence and enabling learning through embodied cognition, which involves kinesthetic engagement. In this article, we first review current models of immersive learning and note how certain processes of second language and culture learning are missing in these models. Using some examples of IVR apps for second language learning, we discuss the research to date that focuses on the affordances of the technology for languaculture learning and propose how the effectiveness of these apps could be studied, expanding on the cognitive-affective model of immersive learning (CAMIL, proposed by Makransky & Petersen, 2021) to include social factors. We conclude with some recommendations for the development of future IVR apps for languaculture learning that follow our expanded theoretical model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01