Verbal interaction in <i>Second Life</i>: towards a pedagogic framework for task design

Jáuregi, Kristi; Canto, Silvia; Graaff, Rick de; Koenraad, Ton; Moonen, M.

doi:10.1080/09588221.2010.538699

Cited by 137 publications

(106 citation statements)

References 10 publications

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“…In addition, by integrating appropriate tasks with sound pedagogical purposes, SL can support the multimember community in advancing toward language objectives or sense-making in student learning. Jauregi, Canto, de Graaff, Koenraad, and Moonen (2011) investigated the advantages of some specific types of tasks, and proposed a task design grid for task development and evaluation. They also explored whether the virtual world enhances interactions.…”

Section: Introductionmentioning

confidence: 99%

“…Hew and Cheung (2010) categorized three main research topics in their survey of the use of threedimensional immersive virtual worlds in K-12 and higher education settings: affective domain, learning outcome, and social interaction. Furthermore, with respect to research on integrating SL in FL learning, "activity or task design for social interaction" is also one of most burning issues (e.g., Collentine, 2011;Deutschmann, Panichi, & Molka-Danielsen, 2009;Jauregi et al, 2011;Liou, 2011). For example, Deutschmann, Panichi, and Molka-Danielsen (2009) conducted a two-stage action research on designing activities for English oral participation in SL.…”

Section: Introductionmentioning

confidence: 99%

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Designing interaction tasks in Second Life for Chinese as a foreign language learners: A preliminary exploration

Kan

Hsiao

et al. 2013

AJET

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The aims of this research were to develop guidelines for designing interaction tasks for learners of Chinese as a foreign language (CFL) and to investigate the attitudes of CFL learners toward a full CFL class in Second Life (SL). Three research questions were addressed in this research: (1) what are the attitudes of CFL learners toward the language learning tasks in SL? (2) what kinds of social interactions emerge from learning activities in a CFL class in SL? (3) how do those activities benefit CFL learners in the learning of Chinese in SL? Two studies were conducted to tackle these questions. The cognition, usage, and expansion (CUE) model was proposed based on the findings obtained from study 1 and then implemented and evaluated in study 2. The findings of study 2 indicated that the activities run in the CUE model were effective at motivating CFL beginners and improving their oral communication and social interactions. Based on the video data analysis, three criteria were proposed for designing learning activities. Suggestions are also made for future research on CFL teaching/learning in SL.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Designing interaction tasks in Second Life for Chinese as a foreign language learners: A preliminary exploration

Kan

Hsiao

et al. 2013

AJET

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“…En los últimos años se han publicado numerosas experiencias educativas relacionadas con los mundos virtuales en diferentes áreas y disciplinas, como por ejemplo en salud (Jin, 2011), cirugía (Patel, Aggarwal, Cohen, Taylor & Darzi, 2013), microbiología (Spires, Rowe, Mott & Lester, 2011), bellas artes (Doyle, 2010), diseño y arquitectura (Thomassen & Rive, 2010), comunicación y aprendizaje de idiomas (Jauregi, Canto, de Graaff, Koenraad & Moonen, 2011), o el aprendizaje de competencias transversales (Cela, Esteve, Esteve & Gisbert, 2014). En un estudio publicado por Wang y Burton en 2012 se presenta la revisión de más de 100 artículos publicados en revistas científicas entre 2006 y 2011 sobre las aplicaciones educativas de estos entornos virtuales 3D, especialmente Second Life.…”

Section: Universitat Rovira I Virgili La Competencia Digital Docenteunclassified

La competencia digital docente: análisis de la autopercepción y evaluación del desempeño de los estudiantes universitarios de educación por medio de un entorno 3D

Mon¹

2015

UTE

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“…Immersive learning technologies in the form of realistic simulations are widely used in medical training [Ruthenbeck and Reynolds 2015], military training [Bhagat et al 2016], language learning and teaching using Second Life [Jauregi et al 2011]. Moreover, 3D virtual worlds have been studied through the lenses of immersion and presence perceptions [Slater et al 2013].…”

Section: Introductionmentioning

confidence: 99%

Impact of Immersive Technology Applied in Computer Graphics Learning

Moreira

Oliveira

Tori

2016

Anais Do XXVII Simpósio Brasileiro De Informática Na Educação (SBIE 2016)

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Abstract. In this paper we describe an application of immersive technology to a specific learning context. In this case, a Virtual Reality environment was created for the purpose of delivering lesson content in a Computer Graphics module for students of engineering and architecture courses. The virtual environment was designed to demonstrate lighting model algorithms and aspects of 3D rendering techniques. An experiment was carried out in which students were divided into two groups that viewed the same lesson content: experimental and control group. In this pilot study we describe the application in details and discuss preliminary results based on analysis of the participants perceptions collected through presence questionnaire. Our results revealed that the experimental group showed higher levels of presence and involvement compared with the control group.

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Verbal interaction in Second Life: towards a pedagogic framework for task design

Cited by 137 publications

References 10 publications

Designing interaction tasks in Second Life for Chinese as a foreign language learners: A preliminary exploration

Designing interaction tasks in Second Life for Chinese as a foreign language learners: A preliminary exploration

La competencia digital docente: análisis de la autopercepción y evaluación del desempeño de los estudiantes universitarios de educación por medio de un entorno 3D

Impact of Immersive Technology Applied in Computer Graphics Learning

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