INTERACTION AND LANGUAGE LEARNING IN 3D VIRTUAL WORLDS Cristina Palomeque Joan-Tom às Pujolà Mª Ángeles García

contents Transcription method 3 language learning situations Conclusions MUVEs & Language learning Defining concepts Our project

Transcription method

3 language learning situations

Conclusions

MUVEs &

Language learning

Defining concepts

Our project

3D muves Social dimension Interaction: environment, objects, avatars Immersive experience Multimodal communication

senses sense of presence sense of authenticity sense of immersiveness sense of creativity sense of gaming

sense of presence

sense of authenticity

sense of immersiveness

sense of creativity

sense of gaming

muves encourage experimenting reduce tensions offer a new way of exploring language and reality can develop critical thinking are fun language learning Languagelab.com

defining concepts interaction (n) – interactional (adj) interactivity (n) – interactive (adj) interact (v)

interaction (n) – interactional (adj)

interactivity (n) – interactive (adj)

interact (v)

channels Written instant message (IM) local chat notecard Oral voice call voice chat synchonous asynchronous multitasking automatism

Written

instant message (IM)

local chat

notecard

Oral

voice call

voice chat

synchonous

asynchronous

research What type of interaction can be observed in a learning-teaching context in a muve ?

What type of interaction can be observed in a learning-teaching context in a muve ?

research context Second Life Languagelab.com Formal & ‘Informal’ learning Spanish / English FL Teachers & actors Students

Second Life

Languagelab.com

Formal & ‘Informal’ learning

Spanish / English FL

Teachers & actors

Students

learning dynamics Formal learning T – S – (H) S – S “ Informal” learning S – A Languagelab.com

Formal learning

T – S – (H)

S – S

“ Informal” learning

S – A

research methodology Screen-recordings Questionnaires Interviews Transcripts Macro – sequence map Micro – magnifying glass

Screen-recordings

Questionnaires

Interviews

Transcripts

Macro – sequence map

Micro – magnifying glass

Macro level (sequence map) Session Micro level (magnifying glass) transcription levels

Macro level (sequence map)

Session

Micro level (magnifying glass)

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.

multimodal transcription T TURN S R CH TEXT NON-VERBAL ACTIVITY VISUALS INTERFACE 44:03 12 T To Clase H Oral <a> Perfecto Ahora vamos a hacer una pequeña encuesta para el resto de la clase. <b> Quiero q cada persona pregunte a cada persona de la clase <c> si les gusta lo que <d> tenéis encima de la cabeza. Por ejemplo, <e> yo tengo pescado con verduras. <f> Pues me voy a Daf <g> y le digo ‘Daf, te gusta el pescado con verduras? <b> T s’apropa als Stds <g > T s’apropa a D <a> Apareix carn sobre To <f> Apareix peix sobre el cap de P <c> lleuger movement de camera per enfocar tothom <d > T obre l’inventari <e> T selecciona un objecte 44:35 13 A T Oral Sí, me gusta el pescado con verduras 44:36 14 T H Pu Oral Muy bien Ahora voy a Pu a) y digo, ‘Pu, b) te gusta el pescado con verduras?’ <a> T s’apropa a T i es posa al davant <b> lleuger movement de càmera 44:41 15 Pu T Oral Sí, me gusta pescado a) con verduras <a> lleuger movement de càmera

situation 1 – T-S

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

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

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

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

situation 2 – S-S

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

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

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

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

situation 3 – S-A

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

Students and actor discuss about a crime

Actor guides Students to the clues

Students simulate a conversation between a shop assistant and a detective

comments multimodality – LC (board) and IM (classroom management) interactivity with environment (pointing at objects) “ informal” learning – different locus of control

multimodality – LC (board) and IM (classroom management)

interactivity with environment (pointing at objects)

“ informal” learning – different locus of control

conclusions Affordance: need to explore full potential Multimodality – aural/written/images Multi-tasking interaction Two curves to overcome: Steep technical learning curve Language learning curve Need to provide prosumers with digital wisdom Interaction in MUVE language learning contexts

Affordance: need to explore full potential

Multimodality – aural/written/images

Multi-tasking interaction

Two curves to overcome:

Steep technical learning curve

Language learning curve

Need to provide prosumers with digital wisdom

Mª Ángeles García [email_address] Cristina Palomeque cristina. [email_address] Joan-Tom às Pujolà [email_address]

Mª Ángeles García

[email_address]

Cristina Palomeque

cristina. [email_address]