Research Trends of Language Learning in Virtual Reality from 2003 to 2012: A Content Analysis

Lin, Tsun Ju; Yu, Lan; Kan, Yu Hsuan

doi:10.1007/978-3-662-46315-4_8

Cited by 5 publications

(5 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…With the design-template for creating information gaps the researchers introduced a novel approach to generate a creative task design for innovative language teaching formats in Virtual Reality (Lan et al 2012).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

VR-Based Gamification of Communication Training and Oral Examination in a Second Language

Reitz

Sohny

Lochmann

2016

International Journal of Game-Based Learning

View full text Add to dashboard Cite

The authors present a novel way of oral language training by embedding the English as a foreign language (EFL) learning process into a generic 3D Cooperative Virtual Reality (VR) Game. Due to lack of time, resources and innovation, the language classroom is limited in its possibilities of promoting authentic communication. Therefore, the researchers investigated how to induce a VR setting with information gaps, for which they designed a template which intrinsically promotes communication and the students' confidence in using EFL. Thereby, VR enables the simulation of real life situations, creating both comfortable and authentic training environments. The game content is based on the internationally approved Graded Examination in Spoken English (GESE) Trinity Exam and can be adapted to the needs of the learners or the given curricula. The empirical analysis shows that the designed game trains the students' communication skills, evoking a high amount of speech and a qualitative linguistic output.

show abstract

Section: Discussionmentioning

confidence: 99%

“…In their content analysis, Lan et al (2012) conducted the results of 23 articles about language learning in VR. In conclusion, they point out that the effectiveness of language learning can be increased with VR but there was still a need for further research on task design, serving the purpose of generating speaking incentives.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

VR-Based Gamification of Communication Training and Oral Examination in a Second Language

Reitz

Sohny

Lochmann

2016

International Journal of Game-Based Learning

View full text Add to dashboard Cite

show abstract

“…The included papers must be published in a peer-reviewed journal (Fu & Hwang, 2018;Lin & Lan, 2015), other forms of publications, such as conference proceedings, research notes, editors' comments, book chapters, and reviews were excluded. Of the 37 papers, 16 were conference proceedings, three were reviews (two on mobile learning, one on second language acquisition), and only 18 were peer-reviewed papers.…”

Section: Methodsmentioning

confidence: 99%

Systematic Review of Mobile-Assisted Task-Based Learning Based on WoS (2013-2022)

Jia

Harji

2023

InSITE Conference

View full text Add to dashboard Cite

Aim/Purpose. The aim of this paper is to present a systematic review of studies conducted on mobile-assisted task-based learning between 2013 to 2022. The primary objectives of the review are to elicit educational and learning contexts, research areas and foci, research trends, methodologies, data collection techniques, mobile technology used, learning outcomes, and issues in mobile-assisted task-based learning. Background. Conventional task-based learning has evolved over the last decade with numerous researchers incorporating various mobile technologies and devices to enhance the task-based approach. This paper presents a systematic review of task-based learning, specifically with the adoption of the mobile-assisted method in delivering tasks. Methodology. To provide viable discussions and maintain the accuracy of the review, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol items were adhered to. The papers for review were sourced from ISI Web of Science within the last decade from 2013 to 2022. The outcome of screening based on the inclusive and exclusive criteria as well as from the backward search resulted in 16 papers out of 276 papers that were eventually reviewed and analyzed. Contribution. This study is of significant value, especially during the post-pandemic period, as mobile task-based learning provides for flexibility and portability, and to date, no systematic reviews have been conducted specifically on mobile-assisted task-based learning in the last decade. This review looked at the study characteristics, educational and learning contexts, research areas and research foci, research trends, methodologies, data collection techniques, mobile technology used, learning outcomes, and issues in the papers on mobile-assisted task-based learning. In addition to attributing to the existing body of knowledge, this paper provides insights for researchers, educators, as well as mobile technology developers for consideration. Findings. Major findings are that all papers are on language learning, with English as a foreign language being the most frequently researched area, and most of the studies are conducted in higher education contexts. Informal learning has become a critical learning setting, and language proficiency and participant perceptions are the two major foci. In addition, no studies have been found to combine mobile learning and social media platforms together to promote language acquisition. Recommendations for Practitioners. This systematic review provides practitioners with an overview of mobile technologies that have been found to be effective in the task-based approach for different educational levels and language skills. These effective mobile technologies could be considered for adoption in their respective contexts. Recommendations for Researchers. For researchers, the time frame for a systematic review could be expanded to increase the number of papers for review. In addition, to ensure the comprehensiveness of findings, big data analysis software could be employed to analyze the research foci, research trends, and research shifts. Additional databases could be added for more extensive review. Impact on Society. The research findings of this paper can provide benefits for researchers, educators, and mobile technology developers for them to collaboratively promote the development of mobile-assisted task-based learning. Future Research. Future researchers could conduct in-depth empirical studies on mobile seamless learning, research with tasks that are designed based on learners’ needs analysis and explore cognitive load as well as learning anxiety which are not extensively researched.

show abstract

“…In the past decade, many researchers have addressed the question of how VR can be used to good effect in education [76] , [41] , [25] , [29] , [108] ; thus, solutions have been developed for different levels of education, including primary education [83] , [91] , secondary education [65] , [8] , [14] , higher education [73] , [63] , [58] , and private education centers [51] .…”

Section: Basic Conceptsmentioning

confidence: 99%

Comparing desktop 3D virtual reality with web 2.0 interfaces: Identifying key factors behind enhanced user capabilities

Sudár,

Csapó

2024

Heliyon

View full text Add to dashboard Cite

Research Trends of Language Learning in Virtual Reality from 2003 to 2012: A Content Analysis

Cited by 5 publications

References 13 publications

VR-Based Gamification of Communication Training and Oral Examination in a Second Language

VR-Based Gamification of Communication Training and Oral Examination in a Second Language

Systematic Review of Mobile-Assisted Task-Based Learning Based on WoS (2013-2022)

Comparing desktop 3D virtual reality with web 2.0 interfaces: Identifying key factors behind enhanced user capabilities

Contact Info

Product

Resources

About