Interaction and language learning in MUVES

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Presentation for Web as Culture Conference at Giessen, Germany - july 2009

Presentation for Web as Culture Conference at Giessen, Germany - july 2009

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  • 1. INTERACTION AND LANGUAGE Cristina Palomeque LEARNING IN Joan-Tomàs Pujolà 3D VIRTUAL Mª Ángeles García WORLDS
  • 2. contents • Transcription • MUVEs & method Language learning • 3 language • Defining concepts learning situations • Our project • Conclusions
  • 3. 3D muves Multimodal communication Immersive experience Social dimension Interaction: environment, objects,
  • 4. senses sense of presence sense of authenticity sense of immersiveness sense of creativity sense of gaming
  • 5. muves encourage experimenting reduce tensions can develop critical offer a new way thinking of exploring language and reality are fun language learning
  • 6. defining concepts • interaction (n) – interactional (adj) • interactivity (n) – interactive (adj) • interact (v)
  • 7. channels Written – instant message (IM) – local chat synchonous – notecard asynchronous Oral multitasking – voice call automatism – voice chat
  • 8. research • What type of interaction can be observed in a learning-teaching context in a muve?
  • 9. research context • Second Life • • Formal & ‘Informal’ learning • Spanish / English FL • Teachers & actors • Students
  • 10. learning dynamics Formal learning • T – S – (H) • S–S “Informal” learning • S–A
  • 11. research methodology Transcripts Screen-recordings • Macro – Questionnaires sequence map • Micro – Interviews magnifying glass
  • 12. transcription levels • Macro level (sequence map) Session • Micro level (magnifying glass)
  • 13. multimodal transcription - 43:30 – 47:50 - Scene description: park next to the church. In the background a floating Tick Tak Toe panel and a church can be seen. - Pedagogical description: students and helper have speech bubbles with pictures of food. T does not have them - Participants: teacher (T), helper (H) and 3 students: Punka (Pu), Tonio (To) y Elena (E). Participants are in a circle on the grass.
  • 14. multimodal transcription T TU S R CH TEXT NON- VISUALS INTERFACE R VERBAL N ACTIVITY 44:03 12 T To Oral <a> Perfecto <b> T <a> Apareix <c> lleuger Clase Ahora vamos a hacer una pequeña encuesta para s’apropa carn sobre To movement de H el resto de la clase. <b> Quiero q cada persona als Stds <f> Apareix camera per pregunte a cada persona de la clase <c> si les <g> T peix sobre el enfocar tothom gusta lo que <d> tenéis encima de la cabeza. Por s’apropa a cap de P <d> T obre ejemplo, <e> yo tengo pescado con verduras. <f> D l’inventari Pues me voy a Daf <g> y le digo ‘Daf, te gusta el pescado con verduras? <e> T selecciona un objecte 44:35 13 A T Oral Sí, me gusta el pescado con verduras 44:36 14 T H Oral Muy bien <a> T <b> lleuger Pu Ahora voy a Pu a) y digo, ‘Pu, b) te gusta el s’apropa a movement de pescado con verduras?’ T i es posa càmera al davant 44:41 15 Pu T Oral Sí, me gusta pescado a) con verduras <a> lleuger movement de càmera
  • 15. situation 1 – T-S
  • 16. description of situation 1 • Teachers’ role: teacher-centered (directive teacher) helper (≠ levels of intrusiveness) • T prepares task (tech info) – in English • T checks sts’ comprehension of technicalities • T gives instructions of the task with H / Sts listen • T models with helper • T then with student: T-S drills (T/H feedback) • S - S drills (T/H feedback) • Plenary – wrap-up of activity
  • 17. comments • Class-without-room • Multimodal interaction: oral interaction with a comic-like interactivity – gaming element • Teacher controls interaction (1:1) and interactivity • Time spent on technical problems • Teacher’s talking time (TTT) > Sts’ TT • Helper – high intrusiveness • Teacher language samples are artificial / formulaic language (far from spontaneous language – actual language / communication strategies)
  • 18. situation 2 – S-S
  • 19. description of situation 2 • Helper directs Sts to restaurant • Sts put a scrambled dialogue in order (oral group interaction) • Teacher feedback • Sts write a similar dialogue in groups (private IM) • Sts act out the dialogue • Teacher feedback
  • 20. comments • Multimodality – LC (board) + T IM (classroom management) • Collaborative writing process invisible to the T • Only 1 point of view – implications for research • Time spent on technical problems • Less teacher-talking time • 1 St assumes T’s role (interactivity manager) • T + H explain technical problems (in English) – T takes control back • Code-switching – – Procedural language – in English – Target language – in Spanish
  • 21. situation 3 – S-A
  • 22. description of situation 3 • Students and actor discuss about a crime • Actor guides Students to the clues • Students simulate a conversation between a shop assistant and a detective
  • 23. comments • multimodality – LC (board) and IM (classroom management) • interactivity with environment (pointing at objects) • “informal” learning – different locus of control • peer-2-peer interaction • less hierarchical • actor’s role: involves all participants, offers new input when needed, motivates and encourages interaction • observer participant
  • 24. conclusions • Affordance: need to explore full potential • Multimodality – aural/written/images Interaction in • Multi-tasking interaction MUVE language • Two curves to overcome: learning contexts – Steep technical learning curve – Language learning curve • Need to provide prosumers with digital wisdom
  • 25. Cristina Palomeque Joan-Tomàs Pujolà Mª Ángeles García