Academia.eduAcademia.edu

Outline

Title
Abstract
FAQs
Figures
Introduction
Conclusion
References
All Topics
Computer Science

Distance Learning of Foreign Languages through Virtual Reality

Profile image of Olga TrebykOlga Trebyk

BRAIN. Broad Research in Artificial Intelligence and Neuroscience

https://doi.org/10.18662/BRAIN/13.2/329
visibility

…

description

17 pages

link

1 file

Abstract

The article is devoted to virtual reality technologies and scenarios of their application in distance learning of foreign languages. A generalized experience of application of virtual reality technologies in distance learning of foreign languages is presented; the advantages, risks and deterrents of their introduction into the educational process in educational institutions are highlighted. The features by which technologies can be classified as virtual reality technologies are singled out. Examples of application of the following virtual reality technologies are considered: Mondly VR, VirtualSpeech, Immersive VR Education, AltspaceVR and ClassVR; their brief description, scenarios for use in learning foreign languages, benefits and risks of use are provided. Summarizing the review of these technologies, it was found that the educational content of distance learning of foreign languages through virtual reality can be divided into three groups: “360-degree video”, platforms and sites...

FAQs

sparkles

AI

What are common limitations faced in assessing VR's effectiveness in education?add

Current assessments lack systematic research criteria, impacting the objectivity and adequacy of measuring VR technology's contribution to foreign language learning.

Figures (3)
Fig. 2. Screenshot from VirtualSpeech (bttps:/ /virtualspeech.com[ courses/ interview-vr,
Fig. 2. Screenshot from VirtualSpeech (bttps:/ /virtualspeech.com[ courses/ interview-vr,

Related papers

Study Paper On Education Using Virtual Reality
anamika modi

2016

This report provides a short study of the field of virtual reality, highlighting application domains, technological requirements, and currently available solutions. In today's market, virtual reality is playing an crucial role for the humans. If we consider the foreign countries than using virtual reality they try to create the same feelings not only for the school children's as well as for the upper education. In this paper, we have study the technologies used in virtual reality.

View PDFchevron_right
Immersive Virtual Reality for Foreign Language Education: A PRISMA Systematic Review
Luciana Cabral

IEEE Access, 2021

Immersion is a proven method of learning a foreign language and using Virtual Reality to achieve that immersion has high potential educational benefits. However, there are no recent systematic reviews that combine both foreign language education and immersive Virtual Reality. This systematic review aims to identify features, educational methods, technologies, and gaps of immersive virtual reality for foreign and second language education. PRISMA method was followed to carry out the systematic review. From the analysis of the results, two main conclusions were drawn. Firstly, the relation between immersive Virtual Reality and foreign language learning is quite positive, particularly when compared with conventional pedagogical practices. Not only that, the connection between immersive Virtual Reality and the user's motivation and satisfaction is also quite positive. Lastly, limitations such as the low sample of studies and gaps in the literature are addressed, and directions for future work and the area's progress are pointed out.

View PDFchevron_right
IJESRT INTERNATIONAL JOURNAL OF ENGINEERING SCIENCES & RESEARCH TECHNOLOGY STUDY PAPER ON EDUCATION USING VIRTUAL REALITY
IJESRT JOURNAL

This report provides a short study of the field of virtual reality, highlighting application domains, technological requirements, and currently available solutions. In today's market, virtual reality is playing an crucial role for the humans. If we consider the foreign countries than using virtual reality they try to create the same feelings not only for the school children's as well as for the upper education. In this paper, we have study the technologies used in virtual reality.

View PDFchevron_right
V-learning and Modern Development Trends in Computer Linguodidactics: Virtual Language Environment
Igor A Maev

ARPHA Proceedings, 2020

The urgency of the problem is due to the emergence of new concepts in the field of development of distance learning systems (DLS) and the necessary refinement and assessment of the latest trends in this area. The purpose of this article is to describe the experience of using the virtual language environment for teaching Russian as a foreign language (RFL) and to try to clarify the definition of the term ‘v-learning’ (learning in virtual reality) relatively to the term ‘e-learning’ (learning with the use of electronic educational technology) in the light of the development of computer technology and user interfaces. The main theoretical research methods are: direct observation; descriptive method, classification and modeling. The article presents refined definitions of v-learning and e-learning. The results of experimental learning and obtained data during the survey are described. The research results presented in the paper may be useful for the design and development of DLS based on virtual reality technologies.

View PDFchevron_right
Strategies for Teaching and Learning in Virtual Environments: Comparative Study between Traditional and Distance Learning (DL) Systems in Language Teaching
Ricardo Shitsuka

2013

Language teaching has been changing with the evolution in technological resources. Distance learning (DL) has emerged as a solution to overcome physical and time barriers. Th is study investigates the receptivity of applied teaching and learning strategies from the student’s point of view, establishes comparative parameters for quality analysis, teaching, and main diff erences that interfere on the varied Educational models. It presents an analysis of the learning progression evaluation criteria, based on principles such as performance, didactics, interaction, evaluation system and interactional models at a time of cyber culture. For methodological guidance with an exploratory approach, Likert scale questionnaire was used for qualitative results. Th e indicative analysis has shown that the DL student acknowledges the teachinglearning resources in a positive manner, in contrast to the traditional model. Th e need for a more human approach lies behind an even greater necessity: shift ...

View PDFchevron_right
Virtual Reality as a Learning Environment in Iranian EFL Context: Personal, Technical, and Pedagogic
Ali Rahimi
View PDFchevron_right
Virtual Reality in the Language Classroom: Theory and Practice
Mehrasa Alizadeh

Computer Assisted Language Learning-Electronic Journal (CALL-EJ), 2019

Virtual reality (VR) has turned into a buzzword among educators over the past few years as tools and devices continuously get cheaper and better. Google Expeditions, for instance, is a VR educational tool that allows teachers to take students on virtual field trips without leaving the classroom. The teacher can lead a tour guiding students in the VR environment and monitoring their actions while calling their attention to specific points of interest in a virtual space. There are numerous ways VR apps such as Expeditions could be integrated into EFL/ESL lessons. This write-up begins with a brief introduction to virtual reality, in comparison with augmented reality, and VR devices available in the market. This theoretical section will be followed by instructions on setting up an Expeditions kit and ways to take students on virtual tours built around lessons designed to develop language skills. For those interested in creating their own customized VR tours, Tour Creator, another VR platform also developed by Google, will be introduced. This practice-oriented paper could be useful to teachers interested in energizing their teaching and engaging their students in ways they have never ventured before.

View PDFchevron_right
Implementing the use of virtual worlds in the teaching of foreign languages (level a1)
Antonio González-pardo, David Camacho, Anke Berns

2011

View PDFchevron_right
Distance Learning System Established for Teachers of Hungarian Language and Culture in Diaspora with the Support of MaxWhere 3D VR
Viktória Kövecsesné dr. Gősi

2020

At the Apáczai Csere János Faculty of Széchenyi István University we had the opportunity to create a distance learning system that helps colleagues in the diaspora to teach Hungarian as a foreign language. Free interface became available to educators interested in the programme in May 2020. Distance learning is realized via Moodle of the university’s VR learning system, complemented by the possibilities provided by MaxWhere 3D VR learning spaces. In the process of developing the distance learning system, professional, content-related and technical needs were assessed with the help of focus group interviews. The present study aims to present this process as well as the theoretical and practical background of the establishment of this distance learning system. Keywords: national awareness, distance learning platform, Moodle, MaxWhere 3D VR, teaching Hungarian language, learning framework, cognitive infocommunication, teaching material

View PDFchevron_right
Adding virtual reality to the university self-access language centre
A. Chateau

European Journal of Language Policy

Immersing students in communicative situations facilitates learning, engages emotions, and fosters socio-cognitive conflicts leading learners to develop language abilities (Dewaele 2010; Bourguignon 2006; Privas-Bréauté 2017). In this context, the UFR Lansadlanguages for the specialists of other disciplinesin charge of the language teaching for non-specialist students policy at the University of Lorraine (France) opened a virtual reality (VR) space in which experimentations are carried out. Researchers intend to study how virtual reality might support second language development and contribute to enhance students' cultural awareness. To do so, VR workshops are offered, VR sessions with student teachers implemented and an international collaboration experimentation in English for Specific Purposes (ESP) is under way. Although learners' reactions and feedbacks are very positive, the first implementation of the new VR space leads us to understand that VR and its pedagogical uses might suffer from some flaws.

View PDFchevron_right

References (25)

  1. Alipichev, A. Y., Khalevina S. N., Trubcheninova, A. A., & Fedulova, A. N. (2016). Practical solutions to foreign language training courses implemented using distance learning tools. International Electronic Journal of Mathematics Education, 12(1), 59-68. https://www.iejme.com/article/practical-solutions-to- foreign-language-training-courses-implemented-using-distance-learning- tools
  2. Berbets, T., Berbets, V., Babii, I., Chyrva, O., Malykhin, A., Sushentseva, L., Medynskii, S., Riaboshapka, O., Matviichuk, T., Solovyov, V., Maksymchuk, I., & Maksymchuk, B. (2021). Developing Independent Creativity in Pupils: Neuroscientific Discourse and Ukraine's Experience. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(4), 314-328. https://doi.org/10.18662/brain/12.4/252
  3. Cummings, J. J., & Bailenson, J. N. (2016). How immersive is enough? A meta- analysis of the effect of immersive technology on user presence. Media Psychology, 19 (2), 272-309. https://vhil.stanford.edu/mm/2015/cummings-mp-how-immersive.pdf
  4. Demchenko, I., Maksymchuk, B., Bilan, V., Maksymchuk, I., & Kalynovska, I. (2021). Training Future Physical Education Teachers for Professional Activities under the Conditions of Inclusive Education. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(3), 191-213. https://doi.org/10.18662/brain/12.3/227
  5. Foreman, N. (2014). Proshloe i buduschee 3-D tehnologiy virtualnoy realnosti [Past and future of 3-D virtual reality technologies]. Scientific and Technical Bulletin of the St. Petersburg State Institute of Fine Mechanics and Optics, 6(94), 1-8. https://ntv.ifmo.ru/ru/article/11182/proshloe_i_buduschee_3- D_tehnologiy_virtualnoy_realnosti_.htm
  6. Karasievych, S., Maksymchuk, B., Kuzmenko, V., Slyusarenko, N., Romanyshyna, O., Syvokhop, E., Kolomiitseva, O., Romanishyna, L., Marionda, I., Vykhrushch, V., Oliinyk, M., Kovalchuk, A., Halaidiuk, M., & Maksymchuk, I. (2021). Training Future Physical Education Teachers for Physical and Sports Activities: Neuropedagogical Approach. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(4), 543-564. https://doi.org/10.18662/brain/12.4/264
  7. Klymniuk, V. Ye. (2018). Virtualna realnist v osvitnomu protsesi [Virtual reality in the educational process]. Collection of scientific works of Kharkiv National University of the Air Force, 2, 207-212. http://nbuv.gov.ua/UJRN/ZKhUPS_2018_2_30
  8. Kocharian, A. B. (2016). Rozvytok informatsiino-komunikatsiinoi kompetentnosti naukovo- pedahohichnykh pratsivnykiv humanitarnykh spetsialnostei klasychnykh universytetiv [Development of information and communication competence of scientific and pedagogical workers of humanitarian specialties of classical universities]. [Doctoral dissertation, Institute of Information Technologies and Teaching Aids of the National Academy of Pedagogical Sciences of Ukraine]. Digital Library NAPS of Ukraine. https://core.ac.uk/download/pdf/77241187.pdf
  9. Kosholap, A., Maksymchuk, B., Branitska, T., Martynets, L., Boichenko, A., Stoliarenko, O., Matsuk, L., Surovov, O., Stoliarenko, O., & Maksymchuk, I. (2021). Neuropsychological Bases of Self-Improvement of Own Physical Health of Future Teachers in the Course of University Education. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(3), 171-190. https://doi.org/10.18662/brain/12.3/226
  10. Kotsiuba, R. B. (2013). Vykorystannia virtualnykh navchalnykh prohram pry vyvchenni inozemnoi movy profesiinoho spriamuvannia [The use of virtual educational programs in the study of a foreign language for professional purposes]. Informatsiini tekhnolohii i zasoby navchannia, 37(5), 43-52. http://nbuv.gov.ua/UJRN/ITZN_2013_37_5_7
  11. Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers' adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79-105. https://www.tandfonline.com/doi/abs/10.1080/09523987.2018.1439712
  12. Mikropoulos, T. A., & Natsis, A. (2011). Educational virtual environments: A ten- year review of empirical research (1999-2009). Computers and Education. 56(3), 769-780. https://www.sciencedirect.com/science/article/abs/pii/S03601315100030 52?via%3Dihub
  13. Morze, N. V. (2015). Informatsiino-komunikatsiina kompetentnist naukovo- pedahohichnykh pratsivnykiv universytetu. Istorychnyi rozvytok formuvannia poniatiinoho aparatu [Information and communication competence of scientific and pedagogical staff of the university. Historical development of the formation of the conceptual apparatus]. Pedahohichna osvita: teoriia i praktyka. Psykholohiia. Pedahohika, 24. http://nbuv.gov.ua/UJRN/Potip_2015_24_5
  14. Mugaya, T. S. (2020). Using ICT to Improve Teaching and Learning of Kiswahili Language for University Students. International Journal for Educational and Vocational Studies, 2(4). https://ojs.unimal.ac.id/index.php/ijevs/article/view/2528
  15. Onishchuk, I., Ikonnikova, M., Antonenko, T., Kharchenko, I., Shestakova, S., Kuzmenko, N., & Maksymchuk, B. (2020). Characteristics of Foreign Language Education in Foreign Countries and Ways of Applying Foreign Experience in Pedagogical Universities of Ukraine. Revista Romaneasca Pentru Educatie Multidimensionala, 12(3), 44-65. https://doi.org/10.18662/rrem/12.3/308
  16. Potkonjak, V., Gardner, M., Callaghan, V., Mattila, P., Guetl, C., Petroviс, V. M., & Jovanović K. (2016). Virtual laboratories for education in science, technology, and engineering: A review. Computers and Education, 95, 309- 327. https://doi.org/10.1016/j.compedu.2016.02.002
  17. Prots, R., Yakovliv, V., Medynskyi, S., Kharchenko, R., Hryb, T., Klymenchenko, T., Ihnatenko, S., Buzhyna, I., & Maksymchuk, B. (2021). Psychophysical Training of Young People for Homeland Defence Using means of Physical Culture and Sports. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(3), 149-171. https://doi.org/10.18662/brain/12.3/225
  18. Sandu, A., & Vlad, L. (2018). Beyond technological singularity -The posthuman condition. Postmodern Openings, 9(1), 91-102. https://doi.org/10.18662/po/07
  19. Sarancha, I., Maksymchuk, B., Gordiichuk, G., Berbets, T., Berbets, V., Chepurna, L., Golub, V., Chernichenko, L., Behas, L., Roienko, S., Bezliudna, N., Rassskazova, O., & Maksymchuk, I. (2021). Neuroscientific Principles in Labour Adaptation of People with Musculoskeletal Disorders. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(4), 206-223. https://doi.org/10.18662/brain/12.4/245
  20. Shamina, N. V. (2019). Onlayn-obuchenie v obrazovatelnom protsesse: silnyie i slabyie storonyi [Online learning in the educational process: strengths and weaknesses]. Kazanskiy pedagogicheskiy zhurnal, 2, 20-24. https://cyberleninka.ru/article/n/onlayn-obuchenie-v-obrazovatelnom- protsesse-silnye-i-slabye-storony
  21. Shevtsova, P., & Kozubai, I. (2020). Distance foreign language learning during the pandemic as a challenge for the education system. Proceedings of the conferences of the Youth Scientific League, 57-59. https://ojs.ukrlogos.in.ua/index.php/liga/article/view/2532
  22. Sugie, S. (2014). Practice and evaluation of blended learning with cross-cultural distance learning in a foreign language class: Using mix methods data analysis. Journal of Pan-Pacific Association of Applied Linguistics, 18(2), 1-19. https://eprints.lib.hokudai.ac.jp/dspace/handle/2115/63945
  23. Tadeieva, M.I., Kupchyk, L.Ye., & Litvinchuk, A.T. (2021). Vykorystannia zasobiv IKT dlia formuvannia navchalnykh i komunikatyvnykh stratehii pid chas vyvchennia inozemnoi movy u nemovnykh zakladakh vyshchoi osvity [The use of ICT tools for the formation of educational and communicative strategies in the study of a foreign language in non-language institutions of higher education]. Informatsiini tekhnolohii i zasoby navchannia, 81(1), 272-284. http://nbuv.gov.ua/UJRN/ITZN_2021_81_1_20
  24. The Council of the European Union (2018). Council Recommendation of 22 May 2018 on key competences of lifelong learning (Text with EEA relevance). Official Journal of the European Union. 189/1-189/13. https://eur- lex.europa.eu/legal- content/EN/TXT/PDF/?uri=CELEX:32018H0604(01)&rid=7
  25. Viktorova, L.V., Kocharian, A.B., & Mamchur, K.V. (2021). Vykorystannia tekhnolohii potokovoi peredachi danykh u navchanni doroslykh na prykladi Nearpod [The use of streaming technology in adult education on the example of Nearpod]. Informatsiini tekhnolohii i zasoby navchannia, 82(2), 266-281. http://nbuv.gov.ua/UJRN/ITZN_2021_82_2_20

Related papers

Virtual reality in foreign language training at higher educational institutions
Kateryna Osadcha

The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation ...

View PDFchevron_right
Virtual Reality in Education: Learning a Foreign Language
Bruno Peixoto

Advances in Intelligent Systems and Computing, 2019

There are still open questions about the effectiveness of Virtual Reality (VR) in Education when compared to conventional learning methods. This paper studies the feasibility of a VR-based learning tool and the possible differences in knowledge retention across a VR learning method and a conventional audio method, when it comes to learning a foreign language. Also, the students' sense of presence and satisfaction were studied. For such purpose, a user study was conducted and results revealed that while presence and satisfaction were higher in Virtual Reality, the knowledge retention score remains the same across both experimental conditions.

View PDFchevron_right
Virtual Reality Applications and Language Learning
Panos Panagiotidis

International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Volume 12, Issue 2, pp. 4447 – 4454. Infonomics Society, 2021

The development of Virtual Reality applications for educational use is not new, as this technology has attracted the interest of educators and scholars since its introduction to the market. However, in the last few years, technological advances in processing power, displays, graphics, mobiles and high-speed networks create new prospects for wider application of VR technology. This is why Extended (Virtual, Augmented and Mixed) Reality market, in the last few years is growing at a rapid pace. This also applies to the educational XR market which is also expected to experience a corresponding growth. Taking into account that the cost of equipment decreases, new opportunities for exploiting this technology in language education are appearing, and immersive technologies are becoming increasingly attractive to researchers and language experts. This paper aims to present the current developments in the field of utilization of VR technology in language education and to explore its future perspectives. To this end, the theoretical bases of its use in language education, as well as the available hardware and software solutions are presented in more detail. Examples of VR applications, as well as the conclusions drawn from the literature review concerning the benefits and limitations of using VR systems in language learning are presented. Finally, future research directions are discussed, in order to identify the perspectives of Virtual Reality in language learning.

View PDFchevron_right
A Content Analysis of Virtual Reality Studies in Foreign Language Education
Gamze ERDEM COŞGUN

The use of Virtual Reality in education has been highly prevalent in recent years. In nearly every domain of education, integration of Virtual Reality has been ongoing including foreign language teaching and learning. There is a huge shift in teaching and learning facilities from conventional classrooms to interactive ones. What makes Virtual Reality special in comparison to other technologies are immersion, interaction and involvement properties. Therefore, the purpose of this study was to analyze the studies on foreign language learning and teaching through virtual reality technology and to highlight the current trends on this topic, thus propose some suggestions for future researchers of this field. Document analysis method was used in this study. Like other analytical methods in a qualitative research, document analysis requires that data be examined and interpreted in order to elicit meaning, gain understanding, and develop empirical knowledge. 40 research papers published between the years 1995 and 2015 were scanned in terms of data collection tools, research design, sample, sample size, data analysis method, and the topic of the paper. The results of the study revealed that document analysis was in the first place in terms of data collection tool and half of the studies were qualitative. In addition, undergraduate population was primarily the focus of attention. As from sample size, 101-300 size was primarily used. Moreover, effectiveness of virtual reality and game-based learning were the two outstanding topics of these studies.

View PDFchevron_right
Virtual Reality for Supporting Authentic Learning in 21ST Century Language Classroom
Restu Adi Utami

Jurnal Pendidikan Teknologi dan Kejuruan, 2021

Pembelajaran otentik adalah konsep untuk mendekatkan dunia nyata atau pengalaman nyata kepada siswa di dalam kelas. Penggunaan pembelajaran otentik yang menghadirkan realitas di dalam kelas lebih kontekstual dengan aktivitas siswa sehari-hari. Virtual Reality (VR) menawarkan simulasi multimedia 3D kehidupan nyata interaktif, mempromosikan interaktivitas dengan dunia ciptaan, dan memungkinkan sensasi sensorik. Artikel ini mensintesis artikel penelitian sebelumnya dari jurnal terindeks SCOPUS tentang penggunaan realitas virtual untuk mendukung pembelajaran otentik di ruang kelas bahasa abad ke-21. Pendekatan yang digunakan dalam tinjauan pustaka ini adalah pendekatan yang disederhanakan oleh Aveyard (2010). Hasil tinjauan pustaka ini menemukan bahwa penggunaan virtual reality memberikan beberapa manfaat dalam pembelajaran otentik di kelas bahasa abad 21. Selain itu, penggunaan Virtual Reality di kelas bahasa abad ke-21 juga memiliki kelebihan dan kekurangan. Kajian ini mengimplikasika...

View PDFchevron_right

Related topics

  • Computer Science
  • Distance Education

    • Cited by

    A triangulation method on the effectiveness of digital game-based language learning for vocabulary acquisition
    İbrahim Yaşar Kazu

    Education and Information Technologies

    This research aimed to explore the views of 8 th grade students on digital gamebased English language learning as a foreign language (EFL). A total of 69 students between the ages of 12 and 14 participated in the study. Students' vocabulary acquisition skills were tested using a web 2.0 application called "Quizziz." The study utilized a triangulation method in which the results of a quasi-experiment and the metaphorical perceptions of the learners were obtained. The results of the tests were recorded at two-week intervals, and students' reactions to the results were collected using a data collection tool. The study used a pre-test, post-test, and control group design. The experimental and control groups took a pre-test before the study began. The experimental group then practiced vocabulary using Quizziz, while the control group practiced vocabulary by memorizing it in their mother tongue. The post-test results showed significant differences between the control and experimental groups. In addition, content analysis was used to analyse the data, with metaphors being grouped and frequencies calculated. The students generally expressed positive views on digital game-based EFL, stating that it was highly successful and that in-game power-ups, competing with other students, and receiving rapid feedback improved their motivation.

    View PDFchevron_right
    580 California St., Suite 400
    San Francisco, CA, 94104
    © 2025 Academia. All rights reserved