Teaching Language and Culture with a Virtual Reality Game

Cheng, A. T. Y.; Yang, Lei; Andersen, Erik

doi:10.1145/3025453.3025857

Cited by 169 publications

(107 citation statements)

References 27 publications

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“…This situation creates a significant challenge for adult Irish language learners who do not have access to a community of practice. VR studies have begun to illustrate its potential for language learning in areas such as vocabulary retention (Vazquez, Xia, Aikawa, & Maes, 2018) and cultural awareness (Cheng, Yang, & Andersen, 2017). We seek to design the game from a situated perspective to give participants the ability to interact with native-speaking avatars to provide them with a community of practice.…”

Section: Irish Language Context and Virtual Realitymentioning

confidence: 99%

GaeltechVR: Measuring the Impact of an Immersive Virtual Environment to Promote Situated Identity in Irish Language Learning

Collins¹,

Vaughan²,

Cullen³

et al. 2019

JVWR

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This study investigates how a design-based research methodology is best suited to measuring the impact of a designed virtual reality experience to improve situated identity in Irish learners focusing on their attitudes, motivation, and confidence as Irish language learners. This paper describes the design of GaeltechVR: an immersive Irish language VR experience designed for the VIVE Pro. It also gives the results of a mixed-methods study to measure the impact in a local adult Irish language learner context. A questionnaire on situated attitudes and motivation to language learning (Ushioda & Dörnyei, 2009) was adapted for the Irish context to investigate a small scale sample of the local context's attitudes to Irish language learning. The participant's gameplay was recorded for analysis along with questionnaires on presence (Witmer & Singer, 1998), simulator sickness and an adapted questionnaire on their attitudes after the intervention.Using best practice in design-based research experiments (Nelson, Ketelhut, Clarke, Bowman, & Dede, 2013) the study had two main goals: To investigate the usability of the design of GaeltechVR and to measure the impact of the intervention on attitudes, identity and motivation in the local Irish language learning context.

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Section: Irish Language Context and Virtual Realitymentioning

confidence: 99%

GaeltechVR: Measuring the Impact of an Immersive Virtual Environment to Promote Situated Identity in Irish Language Learning

Collins¹,

Vaughan²,

Cullen³

et al. 2019

JVWR

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“…Participants were sourced from four tutors and aged between 45-92 years old (M=73.9, SD=10.1) and 76% were female. Participants reported on their highest level of education: University (27 participants), College (14), High School (13) and Other (5). Participants reported on their level of computer literacy: Excellent (3 participants), Good (17), Fair (29) and Poor (9).…”

Section: Participantsmentioning

confidence: 99%

“…For example, French [6], German [11], and Japanese [26] each have distinct visemephoneme mappings. Finally, there are many popular ways to learn a foreign language (e.g., Duolingo (duolingo.com) or Rosetta Stone (rosettastone.co.uk)), however, immersing yourself in a new country is another way to practice [14,32]. MirrorMirror could be adapted to help people learn by recording speakers of the target language, which could also help with learning pronunciation or region-specific dialects.…”

Section: Generalisations and Extensionsmentioning

confidence: 99%

MirrorMirror

Gorman

Flatla

2018

Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems

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Many people around the world have difficulties in day-to-day conversation due to hearing loss. Hearing aids often fail to offer enough benefits and have low adoption rates. However, people with hearing loss find that speechreading can improve their understanding during conversation, but speechreading is a challenging skill to learn. Speechreading classes can improve acquisition, however there are a limited number of classes available and students can only practice effectively when attending class. To address this, we conducted a postal survey with 59 speechreading students to understand students' perspectives on practicing. Using our findings, we developed an Android application called MirrorMirror -a new Speechreading Acquisition Tool (SAT) that allows students to practice their speechreading by recording and watching videos of people they frequently speak with. We evaluated MirrorMirror through three case studies with speechreading students and found that they could effectively target their speechreading practice on people, words and situations they encounter during daily conversations.

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“…It is known that video games can help in the player's brain development (Cheng et al, 2017). Some of the games need the player to search, negotiate, plan, and try different approaches to get to the next level.…”

Section: Academic Digital Games For Special School Topicsmentioning

confidence: 99%

“…Many recent games involve planning and problemsolving, creative self-expression, deep understanding of game rules and structure, and new ways of highlighting personalities and interests. Video games do not have to be labelled "educational" to help children learn to make decisions, use plans, anticipate consequences and express their personalities (Cheng et al, 2017).…”

Section: Academic Digital Games For Special School Topicsmentioning

confidence: 99%

The Role of Game-based Learning in Newcomer Children’s Cultural Adjustment

Kouzi¹

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Teaching Language and Culture with a Virtual Reality Game

Cited by 169 publications

References 27 publications

GaeltechVR: Measuring the Impact of an Immersive Virtual Environment to Promote Situated Identity in Irish Language Learning

GaeltechVR: Measuring the Impact of an Immersive Virtual Environment to Promote Situated Identity in Irish Language Learning

MirrorMirror

The Role of Game-based Learning in Newcomer Children’s Cultural Adjustment

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