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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 [[MOO]]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
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>
The 3D world of [[Second Life]] was launched in 2003. Initially perceived as another [[role-playing game]] (RPG), it began to attract the attention of language teachers. 2005 saw the first large-scale language school, [[Languagelab.com]], open its doors in Second Life. By 2007, Languagelab.com's custom [[VoIP]] (audio communication) solution was integrated with Second Life. Prior to that, teachers and students used separate applications for voice chat .<ref>Erard M. (2007)
Many universities, such as Monash University,<ref>Monash University: http://www.monash.edu.au/international/dvc/virtualworlds/monashsecondlife.html</ref> and language institutes, such as [[British Council|The British Council]], [[Confucius Institute]], [[Instituto Cervantes]] and the Goethe-Institut,<ref>Goethe-Institut: http://www.goethe.de/frm/sec/enindex.htm</ref> have islands in Second Life specifically for language learning. Many professional and research organisations support virtual world language learning through their activities in Second Life. [[EUROCALL]] and [[CALICO (consortium)|CALICO]], two leading professional associations that promote language learning with the aid of new technologies, maintain a joint Virtual Worlds Special Interest Group (VW SIG) and a headquarters in Second Life.<ref>EUROCALL/CALICO Virtual Worlds SIG: http://virtualworldssig.ning.com</ref>
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===Six learnings framework===
The
* '''Exploring''': learners explore a virtual world’s locations and communities as fieldwork for class.
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Hundsberger (2009, p. 18)<ref>Hundsberger S. (2009) ''Foreign language learning in Second Life and the implications for resource provision in academic libraries'', Arcadia Fellowship Programme, Cambridge University Library: http://arcadiaproject.lib.cam.ac.uk/docs/second_life.pdf</ref> defines a virtual classroom thus:
To what extent a virtual classroom should offer only language practice rather than teaching a language as in a real-life classroom is a matter for debate. Hundsberger's view (p. 18) is that
===Virtual tourism===
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===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>Erard M. (2007)
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
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.
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*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
==Beyond virtual worlds==
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===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. 528-546: 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. AV applications, such as the [[Layar]] and [[Wikitude]] programs for the [[Smartphone]] 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 AV is used in language learning and teaching is difficult to come by.<ref>Vickers H. (2009) "Augmented Reality Language Learning – virtual worlds meet m-
==See also==
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