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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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  • 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
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Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-c298241b-f65d-45ce-834f-63c7e13df4dd
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