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2021 | 21 | 1 | 131-143

Article title

MAKING VIRTUAL REALITY ACCESSIBLE FOR LANGUAGE LEARNING: APPLYING THE VR APPLICATION ANALYSIS FRAMEWORK

Content

Title variants

Languages of publication

EN

Abstracts

EN
Virtual Reality (VR) is a valuable tool for learning, however, there is a lack of education-focused content for language learning needs. This article introduces the VR Application Analysis Framework (Lege, Bonner, Frazier, & Pascucci, 2020) to assist educators in scaffolding existing commercial off-the-shelf (COTS) applications for use in classroom activities through four key lenses: immersive capacity, cognitive load, purpose, and communicative capability. The framework is then used to analyze the strengths and weaknesses of an example COTS VR application, Tilt Brush. This analysis, completed using the framework, is followed by three lesson plans for Tilt Brush that demonstrate how VR could be used in the language classroom.

Year

Volume

21

Issue

1

Pages

131-143

Physical description

Contributors

author
  • Kanda University of International Studies, Japan.
author
  • Kanda University of International Studies, Japan.
author
  • Kanda University of International Studies, Japan.

References

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  • Krokos, E., Plaisant, C. & Varshney, A. (2019). Virtual memory palaces: immersion aids recall. Virtual Reality 23, 1-15. https://doi.org/10.1007/s10055-018-0346-3
  • Lege, R., Bonner, E., Frazier, E., & Pascucci, L. (2020). Pedagogical considerations for successful implementation of Virtual Reality in the language classroom. In M. Kruk & M. Peterson (Eds.), New Technological Applications for Foreign and Second Language Learning and Teaching (pp. 24-46). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-7998-2591-3.ch002
  • Mercado, L. (2017). Technology for the Language Classroom. London: Palgrave. https://doi.org/10.1057/978-1-137-49785-7
  • Parong, J., & Mayer, R. E. (2018). Learning science in immersive virtual reality. Journal of Educational Psychology, 110(6), 785-797. https://doi.org/10.1037/edu0000241
  • Pollard, K. A., Oiknine, A. H., Files, B. T., Sinatra, A. M., Patton, D., Ericson, M., Thomas, J., & Khooshabeh, P. (2020). Level of immersion affects spatial learning in virtual environments : Results of a three‑condition within‑subjects study with long intersession intervals. Virtual Reality, 24(1), 783-796. https://doi.org/10.1007/s10055-019-00411-y
  • Salaberry, M. (2001). The use of technology for second language learning and teaching: A retrospective. Modern Language Journal, 85(1), 39-56. https://doi.org/10.1111/0026-7902.00096
  • Slater, M., & Wilbur, S. (1997). A framework for immersive virtual environments (FIVE): Speculations on the role of presence in virtual environments. Presence: Teleoperators and Virtual Environments, 6(6), 603-616. https://doi.org/10.1.1.472.622
  • Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285. https://doi.org/10.120715516709cog1202_4
  • Sweller, J. (1994). Cognitive Load Theory, learning difficulty and instructional design. Learning and Instruction, 4, 295-312. https://doi.org/10.1016/0959-4752(94)90003-5
  • Torres, B. (2017, May 12). VR transforms physical therapy, one baby boomer at a time. Retrieved from https://www.vrfitnessinsider.com/vr-transforms-physical-therapy-one-baby-boomer-time/

Document Type

Publication order reference

Identifiers

YADDA identifier

bwmeta1.element.desklight-c298241b-f65d-45ce-834f-63c7e13df4dd
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