Virtual world language learning: Difference between revisions

Revision as of 10:17, 22 September 2020

Revision as of 02:54, 28 January 2021

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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/</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. 2628–2632). 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>

* '''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 |accessdateaccess-date = 2011-05-07}}</ref> There is currently little documentation of such activities.

===Six learnings framework===

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===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===

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===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.is/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}}</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===

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===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===

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==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.