Virtual world language learning: Difference between revisions

Revision as of 09:42, 4 March 2024

Revision as of 08:52, 3 July 2024

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==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>