Exploring the use of social virtual reality for virtual exchange

Gruber, Alice; Canto, Silvia; Jauregi-Ondarra, Kristi

doi:10.1017/s0958344023000125

Cited by 14 publications

(12 citation statements)

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“…High‐immersion VR is an increasingly valued environment for language learners. Unsurprisingly, language scholars have investigated the potential of VR for facilitating virtual exchanges (Gruber et al, 2023; Jauregi‐Ondarra et al, 2021), social interaction (Gruber & Kaplan‐Rakowski, 2022; Li & Lan, 2021; Thrasher, 2023), pragmatics (Taguchi, 2021), vocabulary learning (Alfadil, 2020; Papin & Kaplan‐Rakowski, 2022) and one‐on‐one tutoring (Kaplan‐Rakowski & Gruber, 2021). Practicing various language skills in VR has also received attention, such as writing (Lan & Tam, 2022), speaking (Gruber & Kaplan‐Rakowski, 2020; Kaplan‐Rakowski & Gruber, 2023; Thrasher, 2022, 2023), and listening (Peixoto et al, 2019; Ye & Kaplan‐Rakowski, 2023).…”

Section: Literature Reviewmentioning

confidence: 99%

An experimental study on reading in high‐immersion virtual reality

Kaplan‐Rakowski,

Gruber

2023

Brit J Educational Tech

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High‐immersion virtual reality (VR) is an increasingly valued environment for language learners. Although reading constitutes a core language skill, practicing reading in VR has received little attention. In this between‐subject, quantitative study, 79 intermediate learners of English at a German university were randomly assigned to view an interactive, multimedia‐rich story under two conditions. In the experimental condition, subjects (the VR group) experienced the story using a high‐immersion VR headset. In the comparison condition, subjects (the video group) watched a video recording (ie, screencast) of the same VR experience. In both conditions, the story was presented using identical captions in English, which served as the reading comprehension text. In addition to measuring the impact of VR on reading comprehension, validated questionnaires yielded data on the subjects' intrinsic motivation, sense of presence and cognitive load. The analysis produced several findings. First, t‐tests revealed the VR group was associated with statistically significantly higher reading comprehension scores compared with the video group (p = 0.03). Second, Wilcoxon signed‐rank tests showed that the VR treatment elicited statistically significantly higher levels of motivation (p ≤ 0.0001) and sense of presence (p ≤ 0.0001). Cognitive load was not significantly different between the groups (p = 0.22). Our main implication is that VR can be beneficial for reading practice. Practitioner notesWhat is already known about this topic High‐immersion virtual reality (VR) is engaging and motivational. Engaging students to practice reading is important. Research on practicing reading in VR has received little attention. What this paper adds It examines the effectiveness of using VR for practicing reading. It shows that VR enhances motivation and the sense of presence when reading. Students report equal levels of cognitive load while reading subtitles in VR and reading subtitles in videos. Implications for practice and/or policy Our main implication is that VR can be beneficial for reading practice. VR could be used as a motivational tool to engage students in reading activities.

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Section: Literature Reviewmentioning

confidence: 99%

An experimental study on reading in high‐immersion virtual reality

Kaplan‐Rakowski,

Gruber

2023

Brit J Educational Tech

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“…VR also offers a significant advantage in terms of boosting student engagement. Previous research, including the work of Gruber et al (2023), has shown that VR can be particularly beneficial in this regard. By immersing learners in a virtual environment, VR headsets can effectively eliminate distractions and enable them to concentrate fully on their learning tasks.…”

Section: Discussionmentioning

confidence: 99%

“…This is especially relevant in cultural education, as learners must observe the surroundings and cultural objects that are presented in close proximity within a virtual environment. Gruber et al (2023) have found a compelling link between favorable attitudes toward interactive learning environments and enhanced communication among students. This underscores the significance of establishing a vibrant and stimulating learning atmosphere that promotes open communication and teamwork.…”

Section: Discussionmentioning

confidence: 99%

“…VR also offers a significant advantage in terms of boosting student engagement. Previous research, including the work of Gruber et al. (2023), has shown that VR can be particularly beneficial in this regard.…”

Section: Discussionmentioning

confidence: 99%

“…This is especially beneficial for non-native speakers who may not have the opportunity to travel or immerse themselves in different cultures. Research has shown that various technologies, including courseware (Shawback and Terhune, 2002), email (Vogt, 2006), Web 2.0-based tools (Lee and Markey, 2014), Moodle (Chen and Yang, 2016), telecommunication tools (Luo and Yang, 2022), digital games (McNeil, 2019), mobile phones and social networking sites (Wu and Miller, 2021), communication platforms like Microsoft Teams (Guo and Xu, 2023) and Zoom (Eren, 2023) and virtual reality (VR) (Gruber et al. , 2023; Shih, 2015) have a positive impact on the cultural learning, awareness and intercultural and cross-cultural competence of both teachers and students.…”

Section: Introductionmentioning

confidence: 99%

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From virtual reality to cultural reality: integration of virtual reality into teaching culture in foreign language education

Tafazoli

2024

JME

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Purpose This research paper aimed to investigate the affordances of using virtual reality (VR) in teaching culture among in-service teachers of teaching Persian to speakers of other languages (TPSOL) in Iran. Design/methodology/approach This qualitative case study, conducted at two Iranian universities, used purposeful sampling to select 34 eligible in-service Persian teachers from a pool of 73. Data collection used an open-ended questionnaire and interviews. Findings Before the TPSOL in-service training workshop, teachers expressed their reservations regarding the use of VR to teach culture in TPSOL courses. The emerged themes were “skepticism toward effectiveness,” “practicality concerns,” “limited awareness of VR applications,” “technological apprehension” and “prevalence of traditional teaching paradigms.” During the post-workshop interview, it was discovered that the teachers’ perceptions of VR in teaching culture had undergone a positive shift. The workshop generated emergent themes that reflected positive perceptions and affordances for using VR to teach culture in TPSOL, including “enhanced cultural immersion,” “increased student engagement,” “simulation of authentic cultural experiences,” and “facilitation of interactive learning environments.” Research limitations/implications One primary limitation is the lack of prior experience with VR for teaching practices in real-world classrooms among the participants. While the study aimed to explore the potential of VR in enhancing pedagogical approaches, the absence of participants with prior exposure to VR in educational contexts may impact the generalizability of the findings to a broader population. Additionally, the study faced practical constraints, such as the unavailability of sufficient facilities in the workshop. As a result, the instructor had to project the VR cont7ent on a monitor, potentially diverging from the immersive nature of true VR experiences. These limitations offer opportunities for future research to refine methodologies and gain a more comprehensive understanding of the implications of integrating VR into teaching practices. Originality/value Extensive research has been conducted on the effectiveness of VR in language education. However, there is a significant gap in research on TPSOL, which is considered a less commonly taught language. This study aims to address this gap by exploring the use of VR in the TPSOL through the lenses of in-service teachers. As part of a larger investigation, this qualitative inquiry focuses on the perceptions of in-service teachers about VR, with a particular emphasis on the cultural understanding of the Persian language.

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An exploration of low- and high-immersive virtual reality modalities for willingness to communicate in English as a second language

Yudintseva

2024

Computers & Education: X Reality

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Exploring the use of social virtual reality for virtual exchange

Cited by 14 publications

References 45 publications

An experimental study on reading in high‐immersion virtual reality

An experimental study on reading in high‐immersion virtual reality

From virtual reality to cultural reality: integration of virtual reality into teaching culture in foreign language education

An exploration of low- and high-immersive virtual reality modalities for willingness to communicate in English as a second language

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