Learning effects of an experimental EFL program in Second Life

Wang, Charles Xiaoxue; Calandra, Brendan; Hibbard, Susan T.; Lefaiver, Mary L McDowell

doi:10.1007/s11423-012-9259-0

Cited by 53 publications

(29 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Avatars are included to enrich the user experience during games. They are widely used in virtual environments of language learning games [77], [78]. An avatar represents the user in the game, and allows interaction with other users through their respective avatars.…”

Section: B Learning Digital Games and Gamification On Computer-assismentioning

confidence: 99%

“…An avatar represents the user in the game, and allows interaction with other users through their respective avatars. For instance, in Wang et al [78], human-based avatars allow more than two people to be involved in conversations. In Danowska-Florczyk and Motowski [69], a warrior-based avatar represents each group of students in the game.…”

Section: B Learning Digital Games and Gamification On Computer-assismentioning

confidence: 99%

See 1 more Smart Citation

Using Challenges to Enhance a Learning Game for Pronunciation Training of English as a Second Language

et al. 2020

View full text Add to dashboard Cite

Learning games have a remarkable potential for education. They provide an emergent form of social participation that deserves the assessment of their usefulness and efficiency in learning processes. This study describes a novel learning game for foreign pronunciation training in which players can challenge each other. Native Spanish speakers performed several pronunciation activities during a one-month competition using a mobile application, designed under a minimal pairs approach, to improve their pronunciation of English as a foreign language. This game took place in a competitive scenario in which students had to challenge other participants in order to get high scores and climb up a leaderboard. Results show intense practice supported by a significant number of activities and playing regularity, so the most active and motivated players in the competition achieved significant pronunciation improvement results. The integration of automatic speech recognition (ASR) and text-to-speech (TTS) technology allowed users to improve their pronunciation while being immersed in a highly motivational game. INDEX TERMS Computer-assisted pronunciation training, mobile learning game, mobile application, English L2 pronunciation, challenges, motivation.

show abstract

Section: B Learning Digital Games and Gamification On Computer-assismentioning

confidence: 99%

Section: B Learning Digital Games and Gamification On Computer-assismentioning

confidence: 99%

Using Challenges to Enhance a Learning Game for Pronunciation Training of English as a Second Language

et al. 2020

View full text Add to dashboard Cite

show abstract

“…In recent years, educational researchers and teacher educators have shown great interest in the use of three-dimensional (3D) immersive virtual worlds (IVWs) in instructional design and assessment (e.g., Chapman & Stone, 2010;Johannesen, 2013;Mayrath, Traphagan, Heikes, & Trivedi, 2011), inquiry-based learning (e.g., Barab, Sadler, Heiselt, Hickey, & Zuiker, 2010;Good, Howland, & Thackray, 2008;Nelson & Ketelhut, 2007), inquiry-based learning in special education (e.g., Harlow & Nilsen, 2011), and language development (e.g., Balcikanli, 2012;Blasing, 2010;Grant & Clerehan, 2011;Ishizuka & Akama, 2012;Knutzen & Kennedy, 2012;Mroz, 2012;Wang, Calandra, Hibbard, & Lefaiver, 2012;Wehner, Gump, & Downey, 2013). Among these 3D IVWs, Second Life (SL) has emerged as one of the most popular platforms.…”

Section: Introductionmentioning

confidence: 99%

Teacher training in the use of a three-dimensional immersive virtual world: Building understanding through first-hand experiences

Nussli

2014

JoTLT

View full text Add to dashboard Cite

This study offers recommendations and a model for other teacher educators who are interested in training teachers in the use of three-dimensional (3D) immersive virtual worlds (IVWs) for their own teaching. Twelve special education teachers collaboratively explored the usability of Second Life (SL) for special education by completing a full inquiry cycle to develop the ability to make informed decisions about the affordances and challenges of virtual world teaching and to help identify effective components for virtual worlds teacher training. Ten educational SL islands were explored critically. Mixed-methods data analysis and triangulation were based on the analysis and synthesis of a preliminary survey, a mid-reflection after several virtual explorations, the collaborative analysis of an existing SL lesson plan, the collaborative development of a SL lesson plan, a post-reflection, and a post-survey. Several key benefits of 3D IVWs for special education students emerged from the qualitative analyses, namely social skills practice, collaborative learning towards a joint goal with a competitive element, and increased motivation to participate, especially for topics that would otherwise be perceived as boring. The qualitative data informed the development of guidelines for virtual worlds teacher training and the elements of an ideal SL island designed for special education. The change of attitude towards the usability of virtual worlds in education as a result of the workshop was not statistically significant.

show abstract

“…Educational organizations and institutes have demonstrated a substantial interest by exploring teaching and learning affordances (Dickey 2011;Wang et al 2012) or even collaborative projects to invest students' best results in e-training sessions (Brown and Green 2009;Mark and Mark 2011;Pellas 2014a) that a VW can offer.…”

Section: Introductionmentioning

confidence: 99%

Bolstering the quality and integrity of online collaborative university- level courses via an open Sim standalone server in conjunction with sloodle

Πέλλας

2014

Educ Inf Technol

View full text Add to dashboard Cite

The contemporary era provides several challenges which extend from the reconstitution of an innovative knowledge domain and curricula to candidate learning platforms that support online course delivery methods. Educators and scholars on these demands have recently started to rethink alternative ways for the assimilation of the experiential knowledge in three-dimensional (3D) technologically advanced environments, like 3D multi-user virtual worlds. In spite the widespread dissemination and proliferation of novel educational implications by utilizing 3D multi-user virtual worlds combined with the 2D interface of LMS (Learning Management Systems) and the assessment of the effectiveness based on the online course delivery method in a longterm usability is still absent from the international academic literature. This study presents interoperability issues focused on the utilization of the virtual world Open Simulator (Open Sim) in conjunction with Sloodle (Simulation Linked Object Oriented Dynamic Learning Environment) as a free plug-in module. The evaluation of this online learning process according to an empirical research method became possible with the assistance of ninety-five (95) students by two different academic sectors that participated in this project and measured the capabilities and instructional affordances of this platform. The evaluation process was focused on four multi-dimensional parameters (psychological-pedagogical, technical-operational, organizational-financial, and socio-cultural). The study findings based on students' experiences revealed that both platforms could be sufficiently connected as a unique platform which can increase the users' learning abilities. This "hybrid" platform can adequately convert the ordinary multi-user virtual world of Open Sim and Sloodle in a common "incubator" of knowledge for online courses at university level. At the end, the instructional affordances and implications for future-driven directions are also discussed.

show abstract

Learning effects of an experimental EFL program in Second Life

Cited by 53 publications

References 19 publications

Using Challenges to Enhance a Learning Game for Pronunciation Training of English as a Second Language

Using Challenges to Enhance a Learning Game for Pronunciation Training of English as a Second Language

Teacher training in the use of a three-dimensional immersive virtual world: Building understanding through first-hand experiences

Bolstering the quality and integrity of online collaborative university- level courses via an open Sim standalone server in conjunction with sloodle

Contact Info

Product

Resources

About