Using Augmented and Virtual Realities in the Language Classroom

Purpose & objective

The purpose of this 45-minute interactive session is to introduce participants to the use of Augmented Reality (AR) and Virtual Reality (VR) in the language classroom. By the end of the session, participants will:
-know the difference between AR and VR
-be able to adequately implement AR and/or VR in their current curriculum
-understand the main functions of Google Earth VR and ThingLink

Outline

1. Definitions and differences between AR and VR (2 min) - Process: quiz for the audience
2. Explanations of how AR and VR can create an immersive learning environment (5 min)
3. Explanations of the usefulness of AR and VR in foreign language acquisition (6 min)
4. How to implement AR and VR in a given curriculum (6 min)
5. Introduction to Google Earth VR (3 min)
6. Showcase of a sample activity (8 min) - Process: having the audience reflect and collaborate on when and how they could implement such activity in their curriculum
7. Introduction to ThingLink (3 min)
8. Showcase of a sample activity (8 min) - Process: having the audience reflect and collaborate on when and how they could implement such activity in their curriculum
9. Conclusion (3 min)
10. Reflection (1 min) - Process: interaction with the audience similar to an exit card

Supporting research

Cheng, A., Yang, L., & Andersen, E. (2017). Teaching language and culture with a virtual reality game. CHI’17: Proceedings of the 2017 CHI conference on human factors in computing systems (pp. 541-549). New York, NY: Association for Computing Machinery.

Freina, L., & Ott, M. (2015). A literature review on immersive virtual reality in education: State of the art and perspectives. The international scientific conference elearning and software for education, 1, 133. Bucharest, Romania: Carol I National Defense University.

Krokos, E., Plaisant, C., & Varshney, A. (2019). Virtual memory palaces: Immersion aids recall. Virtual Reality, 23(1), 1–15.

Lan, Y. (2020). Immersion into virtual reality for language learning. Psychology of Learning and Motivation, 72, 1-26.

Lan, Y., & Liao, C. (2018). The effects of 3D immersion on CSL students' listening comprehension. Innovation in Language Learning and Teaching, 12(1), 35-46.

Lee, J. (1999). Effectiveness of computer-based instructional simulation: A meta-analysis.International Journal of Instructional Media, 26(1), 71-85.

Lin, T., & Lan, Y. (2015). Language Learning in Virtual Reality Environments: Past, Present, and Future. Journal of Educational Technology & Society, 18(4), 486–497.

Mohsen, M. (2016). The use of computer-based simulation to aid comprehension and incidental vocabulary learning. Journal of Educational Computing Research, 54(6), 863-884.

Neville, D., Shelton, B., & McInnis, B. (2009). Cybertext redux: Using digital game-based learning to teach L2 vocabulary, reading, and culture. Computer Assisted Language Learning, 22(5), 409-424.

Pimentel, K., & Texeira, K. (1993). Virtual reality: Through the new looking glass. Blue Ridge Summit, PA: Windcrest/McGraw-Hill/TAB Books.

Radianti, J., Majchrzak, T., Fromm, J., & Wohlgenannt, I. (2020) A systematic review of immersive virtual reality applications for higher education: design elements, lessons learned, and research agenda. Computers and Education, 147. https://www.sciencedirect.com/science/article/pii/S0360131519303276

Reinhardt, J., & Sykes, J. (2014). Special issue commentary: Digital game and play activity in L2 teaching and learning. Language Learning & Technology, 18(2), 2-8.

Ryan, M. (1999). Immersion vs. interactivity: Virtual reality and literary theory. SubStance, 28(2), 110-137.

Schwienhorst, K. (2002). The state of VR: A meta-analysis of virtual reality tools in second language acquisition. Computer Assisted Language Learning, 15(3), 221-239.

Steuer, J. (1992). Defining virtual reality: Dimensions determining telepresence. Journal of communication. 42(4), 73-93.

Vázquez, C., Xia, L., Aikawa, T., & Maes, P. (2018). Words in motion: Kinesthetic language learning in virtual reality. In 2018 IEEE 18th international conference on advanced learning technologies (pp. 9-13). Mumbai, India. doi: 10.1109/ICALT.2018.00132

Wong, M., Zhao, H., & MacWhinney, B. (2018). A cognitive linguistics application for second language pedagogy: The English preposition tutor. Language Learning, 68(2), 438-468.

Yeh, Y., & Lan, Y. (2018). Fostering student autonomy in English learning through creations in a 3D virtual world. Educational Technology Research and Development, 66(3), 693-708.