Virtual world language learning: Difference between revisions

Revision as of 21:41, 19 September 2019

Latest revision as of 09:42, 18 August 2025

(20 intermediate revisions by 16 users not shown)

Line 1:

{{advertpromotional|date=May 2011}}

{{Use dmy dates|date=MarchSeptember 20112020}}

[[Virtual world]]s are playing an increasingly important role in education, especially in [[language learning]]. By March 2007 it was estimated that over 200 universities or academic institutions were involved in [[Second Life]] (Cooke-Plagwitz, p.&nbsp;548).<ref>Cooke-Plagwitz, Jessamine (2008) "New Directions in CALL: An Objective Introduction to Second Life", ''CALICO Journal'' 25, 3: https://www.calico.org/memberBrowse.php?action=article&id=716</ref> Joe Miller, Linden Lab Vice President of Platform and Technology Development, claimed in 2009 that "Language learning is the most common education-based activity in Second Life".<ref>Team Engage, "8D taps language learners, bots, microtransactions", ''EngageDigital'', 20 May 2009: http://www.engagedigital.com/2009/05/29/out-of-stealth-8d-taps-language-learners-bots-microtransactions/</ref> Many mainstream language institutes and private language schools are now using 3D [[virtual environment]]s to support language learning.

==History==

[[Virtual worlds]] date back to the adventure games and simulations of the 1970s, for example [[Colossal Cave Adventure]], a text-only simulation in which the user communicated with the computer by typing commands at the keyboard. These early adventure games and simulations led on to [[MUDs]] (Multi-user domains) and [[MOOMOOs]]s (Multi-user domains object-oriented), which language teachers were able to exploit for teaching foreign languages and intercultural understanding (Shield 2003).<ref>Shield L. (2003) "MOO as a language learning tool". In Felix U. (ed.) ''Language learning online: towards best practice'', Lisse: Swets & Zeitlinger.</ref>

Three-dimensional virtual worlds such as ''Traveler'' and [[Active Worlds]], both of which appeared in the 1990s, were the next important development. ''Traveler'' included the possibility of audio communication (but not text chat) between avatars represented as disembodied heads in a three-dimensional abstract landscape. Svensson (2003) describes the Virtual Wedding Project, in which advanced students of English made use of ''Active Worlds'' as an arena for constructivist learning.<ref>Svensson P. (2003) "Virtual worlds as arenas for language learning". In Felix U. (ed.) ''Language learning online: towards best practice'', Lisse: Swets & Zeitlinger.</ref> The [[Adobe Atmosphere]] software platform was also used to promote language learning in the Babel-M project (Williams & Weetman 2003).<ref>Williams C. & Weetman C. (2003) Babel-M: A virtual environment for the promotion of language learning, [http://www.parapal-online.co.uk/prof/atmosphere_design.html ''Paragraph PAL''], 23 June 2003.</ref>

Line 14 ⟶ 15:

Recent examples of creating sims in virtual worlds specifically for language education include VIRTLANTIS, which has been a free resource for language learners and teachers and an active community of practice since 2006,<ref>VIRTLANTIS: Free Virtual World Language Learning - Come speak with the world!: http://www.virtlantis.com</ref> the EU-funded NIFLAR project,<ref>Networked Interaction in Foreign Language Acquisition and Research (NIFLAR): http://niflar.ning.com {{Webarchive|url=https://web.archive.org/web/20100930093225/http://niflar.ning.com/ |date=30 September 2010 }}</ref> the EU-funded AVALON project,<ref>Access to Virtual and Action Learning live ONline (AVALON): http://avalon-project.ning.com/</ref> and the EduNation Islands, which have been set up as a community of educators aiming to provide information about and facilities for language learning and teaching.<ref name="auto1">EduNation Islands wiki: http://edunation-islands.wikispaces.com/</ref> NIFLAR is implemented both in Second Life and in [[OpenSimulator|OpenSim]].<ref name="auto2">NIFLAR (Networked Interaction in Foreign Language Acquisition and Research): http://niflar.ning.com/ {{Webarchive|url=https://web.archive.org/web/20100930093225/http://niflar.ning.com/ |date=30 September 2010 }}</ref> Numerous other examples are described by Molka-Danielsen & Deutschmann (2009),<ref>Molka-Danielsen J. & Deutschmann M. (eds.) (2009) ''Learning and teaching in the virtual world of Second Life'', Tapir Academic Press, Trondheim, Norway.</ref> and Walker, Davies & Hewer (2012).<ref>Walker R., Davies G. & Hewer S. (2012) Introduction to the Internet. Section 14.2.1 (Second Life) of Module 1.5 in Davies G. (ed.) ''Information and Communications Technology for Language Teachers (ICT4LT)'', Slough, Thames Valley University [Online]: http://www.ict4lt.org/en/en_mod1-5.htm#secondlife</ref>

Since 2007 a series of conferences known as SLanguages have taken place, bringing together practitioners and researchers in the field of language education in Second Life for a 24-hour event to celebrate languages and cultures within the 3D virtual world.<ref>{{cite web|url=http://www.slanguages.net/home.php|title=slanguages.net|publisher=}}</ref>

With the decline of second life due to increasing support for open source platforms<ref>Karlov, Maria (2012) "OpenSim gains record-breaking 2,177 regions", http://www.hypergridbusiness.com/2012/09/opensim-gains-record-breaking-2177-regions/</ref> many independent language learning grids such as English Grid<ref>{{cite web|url=http://englishgrid.com|title=keating.me Secure Email|publisher=}}</ref> and Chatterdale<ref>Trombly, Anastasiahave (2012): http://www.hypergridbusiness.com/2012/05/virtual-worlds-offer-variety-less-stress-for-language-learners/</ref> have emerged.

==Approaches to language education in virtual worlds==

Almost all virtual world educational projects envisage a [[blended learning]] approach whereby the language learners are exposed to a 3D virtual environment for a specific activity or time period. Such approaches may combine the use of virtual worlds with other online and offline tools, such as 2D virtual learning environments (e.g. [[Moodle]]) or physical classrooms. SLOODLE. for example, is an open-source project which integrates the multi-user virtual environments of Second Life and/or [[OpenSimulator|OpenSim]] with the Moodle learning-management system.<ref>SLOODLE is a free and open source project which integrates the multi-user virtual environments of Second Life and/or OpenSim with the Moodle learning-management system: http://www.sloodle.org/moodle/ {{Webarchive|url=https://web.archive.org/web/20150426073659/https://www.sloodle.org/moodle/ |date=26 April 2015 }}</ref> Some language schools offer a complete language learning environment through a virtual world, e.g. [[Languagelab.com]] and [http://www.avatarlanguages.com/home.php Avatar Languages].

Virtual worlds such as Second Life are used for the [[immersion (virtual reality)|immersive]],<ref>{{cite news |first=Douglas |last=Canfield |title=Using Immersive Learning Environments in Foreign Language Classes: Second Life |url=https://www.calico.org/p-398-%20..html |work= Paper presented at CALICO 2008 |accessdateaccess-date = 2011-05-07}}</ref> collaborative<ref>{{cite news |first=Jessamine |last=Cooke-Plagwitz |title=Conversing in the Metaverse: Language Teaching and Learning in Second Life |url=https://www.calico.org/p-398-%20..html |work= Paper presented at CALICO 2008 |accessdateaccess-date = 2011-05-07 }}</ref> and task-based, game-like<ref>{{cite news |first=James |last=Chan |title=Developing a Meaning-focused and Task-based Virtual Learning Reality |url=https://www.calico.org/p-398-%20..html |work= Paper presented at CALICO 2008 |accessdateaccess-date = 2011-05-07}}</ref> opportunities they offer language learners. As such, virtual world language learning can be considered to offer distinct (although combinable) learning experiences.

* '''Immersive''': Immersive experiences draw on the ability to be surrounded by a certain (real or fictitious) environment that can stimulate language learning.<ref>Jeffery A. & Collins, M. (2008). Immersive Learning and Role Plays in Second Life. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 2628-26322628–2632). Chesapeake, VA: AACE: Retrieved from http://www.editlib.org/p/27616, 2011-05-07.</ref>

* '''Social''': Almost all 3D virtual spaces are inherently social environments where language learners can meet others, either to informally practice a language or to participate in more formal classes.<ref>{{cite news |first=Laurence |last=Johnson|title=Virtual Worlds: Inherently Immersive, Highly Social Learning Spaces |url=http://immersiveeducation.org/library/Immersive_Learning-Johnson_and_Levine.pdf |work=The Immersive Education Initiative |accessdateaccess-date = 2011-05-07}}</ref>

* '''Immersive''': Immersive experiences draw on the ability to be surrounded by a certain (real or fictitious) environment that can stimulate language learning.<ref>Jeffery A. & Collins, M. (2008). Immersive Learning and Role Plays in Second Life. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 2628-2632). Chesapeake, VA: AACE: Retrieved from http://www.editlib.org/p/27616, 2011-05-07.</ref>

* '''Creative''': A less-developed approach to language learning in virtual worlds is that of constructing objects as part of a language learning activity.<ref>{{cite news |first=Gavin |last=Dudeney |title=A Coffee with Gavin Dudeney |url=https://www.youtube.com/watch?v=RLpb7f06LmI |archive-url=https://ghostarchive.org/varchive/youtube/20211220/RLpb7f06LmI |archive-date=2021-12-20 |url-status=live|work= Recording of live event at EduNation in Second Life |accessdateaccess-date = 2011-05-07}}{{cbignore}}</ref> There is currently little documentation of such activities.

* '''Social''': Almost all 3D virtual spaces are inherently social environments where language learners can meet others, either to informally practice a language or to participate in more formal classes.<ref>{{cite news |first=Laurence |last=Johnson|title=Virtual Worlds: Inherently Immersive, Highly Social Learning Spaces |url=http://immersiveeducation.org/library/Immersive_Learning-Johnson_and_Levine.pdf |work=The Immersive Education Initiative |accessdate = 2011-05-07}}</ref>

* '''Creative''': A less-developed approach to language learning in virtual worlds is that of constructing objects as part of a language learning activity.<ref>{{cite news |first=Gavin |last=Dudeney |title=A Coffee with Gavin Dudeney |url=https://www.youtube.com/watch?v=RLpb7f06LmI |work= Recording of live event at EduNation in Second Life |accessdate = 2011-05-07}}</ref> There is currently little documentation of such activities.

===Six learnings framework===

The "Six learnings framework" is a pedagogical outline developed for virtual world education in general. It sets out six possible ways to view an educational activity.<ref>Lim K. (2009) "Pedagogy, Education and Innovation in 3-D Virtual Worlds", '' Journal of Virtual Worlds Research 2,1'': http://journals.tdl.org/jvwr/article/view/424/466</ref>

* '''Exploring''': learners explore a virtual world's locations and communities as fieldwork for class.

* '''Collaborating''': learners work together within a virtual world on collaborative tasks.

Line 38 ⟶ 37:

===Learning in 3D worlds===

* ''The 7 Sensibilities of Virtual Worlds for Learning'' presentation by Karl Kapp and Tony O'Driscoll illustrates how a 3D environment makes learning fundamentally different.<ref>Kapp, Karl & O'Driscoll, Tony (2010) ''The 7 Sensibilities of Virtual Worlds for Learning'', Webinar presentation: https://www.youtube.com/watch?v=M3amL-BXZRk</ref>

* The ''3D Virtual Worlds Learning Archetypes'' presentation by Karl Kapp and Tony O'Driscoll describes 14 archetypes of how people learn in virtual worlds.<ref>Kapp, Karl & O'Driscoll, Tony (2010) ''14 archetypes of how people learn in virtual worlds'', Webinar presentation: https://www.youtube.com/watch?v=eNjV8Fvre4U</ref>

===Constructivist approaches===

3D virtual worlds are often used for [[Constructivism (learning theory)|constructivist]] learning because of the opportunities for learners to explore, collaborate and be immersed within an environment of their choice. Some virtual worlds allow users to build objects and to change the appearance of their avatar and of their surroundings.<ref>{{cite news |first=Tuncer |last=Can |title=Learning and Teaching Languages Online: a Constructivist Approach |url=http://www.novitasroyal.org/Vol_3_1/can.pdf |work=[[Novitas-ROYAL]] |date=April 2009 |accessdateaccess-date = 2011-05-07}}</ref> Constructivist approaches such as [[#Task-based language learning|task-based language learning]] and [[#Dogme language teaching|Dogme]] are applied to virtual world language learning because of the scope for learners to socially co-construct knowledge, in spheres of particular relevance to the learner.

===Task-based language learning===

[[Task-based language learning]] (TBLL) has been commonly applied to virtual world language education. Task-based language learning focuses on the use of authentic language and encourages students to do real life tasks using the language being learned.<ref>Nunan D. (2004) ''Task-based language teaching'', Cambridge: Cambridge University Press.</ref> Tasks can be highly transactional, where the student is carrying out everyday tasks such as visiting the doctor at the Chinese Island of Monash University in Second Life. Incidental knowledge about the medical system in China and cultural information can also be gained at the same time.<ref>Chinese Island is an initiative by the Chinese Studies Program at Monash University in Melbourne, Australia designed to complimentcomplement traditional classroom-based learning with context-based, hands on learning in the virtual environment of Second Life: http://www.virtualhanyu.com/</ref>

Other tasks may focus on more interactional language, such as those that involve more social activities or interviews within a virtual world.

===Dogme language teaching===

[[Dogme language teaching]] is an approach that is essentially communicative, focusing mainly on conversation between learners and teacher rather than conventional textbooks. Although Dogme is perceived by some teachers as being anti-technology, it nevertheless appears to be particularly relevant to virtual world language learning because of the social, immersive and creative experiences offered by virtual worlds and the opportunities they offer for authentic communication and a learner-centred approach.<ref>{{cite news |first=Howard |last=Vickers |title=Dogme 2.0: What "Teaching 2.0" Can Learn from Dogme ELT |url=http://www.avatarlanguages.com/blog/dogme-elt-web20-dogme20 |work= Avatar Languages Blog |date=2009-03-15 |accessdateaccess-date = 2009-06-22 }}</ref>

===WebQuests===

Virtual world WebQuests (also referred to as SurReal Quests<ref>{{cite news |first=Howard |last=Vickers |title=SurReal Quests: Enriched, purposeful language learning in Second Life |url=http://kt.flexiblelearning.net.au/tkt2007/edition-15/surreal-quests-enriched-purposeful-language-learning-in-second-life |work=The Knowledge Tree |date=2007-10-15 |accessdateaccess-date=2009-06-22 |archive-url=https://archive.istoday/20120605045109/http://kt.flexiblelearning.net.au/tkt2007/edition-15/surreal-quests-enriched-purposeful-language-learning-in-second-life/ |archive-date=5 June 2012 |url-status=dead |df=dmy-all }}</ref>) combine the concept of 2D WebQuests with the immersive and social experiences of 3D virtual worlds. Learners develop texts, audios or podcasts based on their research, part of which is within a virtual world.

===Language villages===

The concept of real-life [[English village|language villages]] has been replicated within virtual worlds to create a language immersion environment for language learners in their own country.<ref>{{cite news |first=Ton |last=Koenraad |title=How can 3D Virtual Worlds contribute to language education? |url=https://www.scribd.com/doc/71947093/worldcallpdf-2 |work= Paper presented at WorldCALL 2008 |accessdateaccess-date = 2011-11-08 }}</ref> The Dutch Digitale School has built two virtual language villages, Chatterdale (English) and Parolay (French), for secondary education students on the OpenSim grid.<ref>3DLES (3D Learning Experience Services): http://www.3dles.com/en/projects.html</ref>

===Virtual classrooms===

Line 81 ⟶ 80:

===Holodecks===

The term [[holodeck]] derives from the ''Star Trek'' TV series and feature films, in which a holodeck is depicted as an enclosed room in which simulations can be created for training or entertainment. Holodecks offer exciting possibilities of calling up a range of instantly available simulations that can be used for entertainment, presentations, conferencing and, of course, teaching and learning. For example, if students of hospitality studies are being introduced to the language used in checking in at a hotel a simulation of a hotel reception area can be generated instantly by selecting the chosen simulation from a holodeck ''"rezzer''", a device that stores and generates different scenarios. Holodecks can also be used to encourage students to describe a scene or to even build a scene.<ref>{{cite news |first=Nergiz |last=Kern |title=Holodecks and language learning |url=http://slexperiments.edublogs.org/2009/04/22/holodecks-and-language-learning |work=Teaching in Second Life - Reflections of a language teacher |date=2009-04-22 |accessdateaccess-date = 2011-05-09 }}</ref> Holodecks are commonly used for a range of role-plays.<ref>{{cite news |first=Kenneth |last=Lim |title=Pedagogy, Education and Innovation in 3-D Virtual Worlds |url=http://journals.tdl.org/jvwr/article/view/424/466 |work= Journal of Virtual Worlds Research |date=April 2009 |accessdateaccess-date = 2011-05-09 }}</ref>

===CAVE technology===

Line 87 ⟶ 86:

O'Brien, Levy & Orich (2009) describe the viability of CAVE and PC technology as environments for assisting students to learn a foreign language and to experience the target culture in ways that are impossible through the use of other technologies.<ref>O'Brien, M., Levy R. & Orich, A. (2009) "Virtual Immersion: The Role of CAVE and PC Technology", ''CALICO Journal'' 26, 2: https://www.calico.org/memberBrowse.php?action=article&id=746</ref>

=== Virtual Worlds and Artificial Intelligence ===

Immersion brought by virtual worlds is augmented with [[artificial intelligence]] capabilities for language learning. Learners can interact with the agents in the scene using speech and gestures. Dialogue interactions with automatic interlocutors provide a language learner with access to authentic and immersive conversations to role-play and learn via [[task-based language learning]] in a new immersive classroom that uses AI and VR.<ref>{{Cite web|date=2018-09-07|title=Virtual learning: using AI, immersion to teach Chinese|url=https://apnews.com/article/3babfede5f6e4190ba5cebaa4eaebc81|access-date=2021-05-06|website=AP NEWS}}</ref><ref>{{Cite web|title=A new immersive classroom uses AI and VR to teach Mandarin Chinese|url=https://www.technologyreview.com/2019/07/16/65550/ai-vr-education-immersive-classroom-chinese-ibm/|access-date=2021-05-06|website=MIT Technology Review|language=en}}</ref>

===Voice chat===

Earlier virtual worlds, with the exception of ''Traveler'' (1996), offered only text chat. Voice chat was a later addition.<ref>Craig, Kathleen (2006) "Voice Chat Comes to Online Games", ''Wired'', 7 August 2006.</ref> Second Life did not introduce voice capabilities until 2007. Prior to this, independent [[VoIP]] systems, e.g. [[Ventrilo]], were used. Second Life's current internal voice system has the added ability to reproduce the effect of distance on voice loudness, so that there is an auditory sense of space amongst users.<ref name="auto"/>

Other virtual worlds, such as ''[[Twinity]]'', also offer internal voice systems. Browser-based 3D virtual environments tend to only offer text-chat communication, although voice chat seems likely to become more widespread.<ref>Seiler, Joey (2009) "Vivox Launches Toolbar For Browser-Based Voice Chat", ''EngageDigital'', 18 March 2009: http://www.engagedigital.com/blog/2009/03/18/vivox-launches-toolbar-for-browserbased-voice-chat/</ref> Vivox<ref>Vivox online communications services: http://www.vivox.com/</ref> is one of the leading integrated voice platform for the social web, providing a Voice Toolbar for developers of virtual worlds and multiplayer games. Vivox is now spreading into OpenSim at an impressive rate, e.g. Avination is offering in-world Vivox voice at no charge to its residents and region renters, as well as to customers who host private grids with the company.<ref>Korolov, Maria (2011) "Avination first with Vivox voice on OpenSim", ''Hypergrid Business'', 11 March 2011: http://www.hypergridbusiness.com/2011/03/avination-first-opensim-grid-to-offer-vivox-voice/</ref> English Grid began offering language learning and voice chat for language learners using Vivox in May, 2012.<ref>Korolov, Maria (2011)"English learning grid launched" May 7, May 2012: http://www.hypergridbusiness.com/2012/05/english-learning-grid-launched/</ref>

The advent of voice chat in Second Life in 2007 was a major breakthrough. Communicating with one's voice is the ''sine qua non'' of language learning and teaching, but voice chat is not without its problems. Many Second Life users report on difficulties with voice chat, e.g. the sound being too soft, too loud or non-existent – or continually breaking up. This may be due to glitches in the Second Life software itself, but it is often due to individual users' poor understanding of how to set up audio on their computers and/or of inadequate bandwidth. A separate voice chat channel outside Second Life, e.g. [[Skype]], may in such cases offer a solution.

Line 104 ⟶ 106:

==Alternative 3D worlds==

Many islands in Second Life have language- or culture-specific communities that offer language learners easy ways to practise a foreign language (Berry 2009).<ref>Berry C. D (2009) [http://news.rutgers.edu/focus/issue.2009-04-06.1814922901/article.2009-04-07.1692917645 "Virtual reality and high-tech simulations breathe second life into language classes"], ''Focus'', Rutgers University: USA, NJ. Retrieved 8 March 2011.</ref> Second Life is the widest-used 3D world among members of the language teaching community, but there are many alternatives. General-purpose virtual environments such as Hangout and browser-based 3D environments such as ExitReality and 3DXplorer offer 3D spaces for social learning, which may also include language learning. [[Google Street View]] and [[Google Earth]]<ref>{{cite news |last=Language Resource Center at UNC Charlotte |title=Google Earth Activities for Foreign Language Classes |url=http://video.google.com/videoplay?docid=2496396767023982994&hl=en&fs=true |work=Presentation at Instructional Technology Showcase |date=2007-10-11 |accessdateaccess-date = 2009-06-22}}</ref> also have a role to play in language learning and teaching.

''Twinity'' replicates the real life cities of Berlin, Singapore, London and Miami, and offers language learners virtual locations with specific languages being spoken. Zon has been created specifically for learners of Chinese.<ref>Zon: A multiplayer, online learning environment designed to teach Chinese language and culture through gameplay: http://enterzon.com/</ref> English Grid<ref>English Grid: http://englishgrid.com</ref> has been developed by education and training professionals as a research platform for delivering English language instruction using opensim.

Line 111 ⟶ 113:

There is no shortage of choices of virtual world platforms. The following lists describe a variety of different virtual world platforms, their features and their target audiences:

* ArianeB's list of 3D Virtual Worlds: A useful list of virtual worlds and multiplayer games, including embedded videos that show how they look.<ref>ArianeB's list of 3D Virtual Worlds: http://arianeb.com/more3Dworlds.htm</ref>

* Chris Smith's list of virtual worlds: A comprehensive list of virtual worlds, including some embedded videos.<ref>Chris Smith's list of virtual worlds: http://www.shambles.net/pages/learning/ict/virtual/</ref>

* Virtual Worlds List by Category: As the title suggests, a categorised list of virtual worlds. Links only, no descriptions.<ref>Virtual Worlds List by Category: http://www.virtualworldsreview.com/info/categories.shtml</ref>

==Virtual world conferences==

* The first SLanguages conference took place on 23 June 2007. The SLanguages conference is now a free annual 24-hours event, bringing together practitioners and researchers in the field of language education in Second Life.<ref>SLanguages: A series of annual conferences for language teachers in Second Life: http://www.slanguages.net/home.php</ref>

* SL Experiments is a group managed by Nergiz Kern (Daffodil Fargis in Second Life) for collecting and sharing ideas on how to use Second Life for teaching foreign languages. The group meets twice a month in Second Life.<ref>SL Experiments: A group of language teachers interested in or already teaching in Second Life: http://slexperiments.pbworks.com/w/page/11306631/FrontPage</ref>

* The Virtual Round Table conference takes place twice a year, focusing on language teaching technologies. A substantial part of the conference takes place in Second Life.<ref>Virtual Round Table: A semi-annual live online conference on language learning technologies: http://www.virtual-round-table.com/</ref>

* The Virtual Worlds Best Practices in Education (VWBPE) is a global grass-roots community event focusing on education in immersive 3D environments.<ref>Virtual Worlds Best Practices in Education (VWBPE): http://www.vwbpe.org/about</ref>

* The Virtual Worlds Education Roundtable (VWER) group meets each week to talk about issues that concern educators with regard to using virtual worlds as a teaching and learning tool.<ref>Virtual Worlds Education Roundtable (VWER): http://www.vwer.org/</ref>

* The Virtual World Conference is an annual conference exploring the uses of virtual worlds for learning, collaborative work and business. The first event was held on 15 September 2010 and hosted entirely in Second Life.<ref>Virtual World Conference: http://www.thevirtualworldconference.org/</ref>

*Immersive Education Initiative (iED) Summits are conferences organized specifically for educators, researchers, and administrators. iED Summits consist of presentations, panel discussions, break-out sessions and workshops that provide attendees with an in-depth overview of immersive learning platforms, technologies and cutting-edge research from around the world. iED Summits feature new and emerging virtual worlds, learning games, educational simulations, mixed/augmented reality, and related teaching tools, techniques, technologies, standards and best practices.<ref>Immersive Education Inititiative (iED): http://mediagrid.org/summit/index.html</ref>

*The Virtual World Conference is an annual conference exploring the uses of virtual worlds for learning, collaborative work and business. The first event was held on 15 September 2010 and hosted entirely in Second Life.<ref>Virtual World Conference: http://www.thevirtualworldconference.org/</ref>

==Beyond virtual worlds==

Line 131 ⟶ 132:

===Synthetic immersive environments (SIEs)===

SIEs are engineered 3D virtual spaces that integrate online gaming aspects. They are specifically designed for educational purposes and offer learners a collaborative and constructionist environment. They also allow the creators/designers to focus on specific skills and pedagogical objectives.<ref>Sykes J., Oskoz A. & Thorne S. (2008) "Web 2.0, Synthetic Immersive Environments, and Mobile Resources for Language Education", ''CALICO Journal'' 25, 3: pp. 528-546528–546: https://calico.org/html/article_715.pdf</ref>

===Augmented reality language learning (ARLL)===

[[Augmented reality]] (AR) is the combination of real-world and computer-generated data so that computer generated objects are blended into real time projection of real life activities. Mobile AR applications, such as Blippar, [[Layar]] and [[Wikitude]] enable immersive and information-rich experiences in the real world and are therefore blurring the differences between real life and virtual worlds. This has important implications for m-Learning ([[Mobile Assisted Language Learning]]), but hard evidence on how AR is used in language learning and teaching is difficult to come by.<ref>Vickers H. (2009) "Augmented Reality Language Learning – virtual worlds meet m-learning", Avatar Languages Blog: http://www.avatarlanguages.com/blog/arll/</ref>

The main aim is to promote social integration among users located in the same physical space, so that multiple users may access to a shared space which is populated by virtual objects while remaining grounded in the real world. In other words, it means:

* Communication

* Locked view

* Keep control

* Security

==See also==

{{div col|colwidth=22em}}

* [[Adult education]]

* [[Andragogy]]

* [[Andragogical learning theory]]

* [[Blended learning]]

* [[Computer-based testing]]

* [[Computer-assisted language learning]]

* [[Distance education]]

* [[E-learning]]

* [[Heutagogy]]

* [[Hybrid course]]

* [[Learning management system]]

* [[Microlearning]]

* [[Microlecture]]

* [[M-learning]]

* [[Online learning community]]

* [[Online music education]]

* [[Virtual education]]

* [[Web-based simulation]]

{{div col end}}

==References==

{{reflist|30em}}

==External links==

Line 174 ⟶ 175:

{{Education by subject}}

{{Mixed reality}}

{{Use dmy dates|date=March 2011}}

{{DEFAULTSORT:Virtual World Language Learning}}

[[Category:Language education]]

[[Category:Virtual reality]]

[[Category:Persistent worlds]]