Interaction and Language Learning in 3D Virtual Worlds


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  • Virtual worlds in learning are becoming increasingly popular and there is an extended belief that VW can be used as VLEs basically for 4 reasons. VW allow for multimodal communication: voice chat, text chat, private and public. There is a strong social dimension as users are represented by avatars. The residents of VW are usually quite friendly and willing to help newcomers. Apart from interacting with other avatars, you can interact with objects (e.g. when you open a door) or with the environment itself (you can contribute to create the environment). It is an immersive experience: the environment really makes you feel like if you really were in that place.
  • After simulations and MOOs we come to MUVEs. Technically speaking, MUVEs open the classroom to the whole world, students don’t have to be people from the same classroom as in simulations, as long as you have a computer and an internet connection, you can take part in a MUVE class. Also, MUVEs are not text-based, they are graphic-based. Learners don’t need to imagine the environment like in MOO it’s already there. Apart from these technical differences, can we talk of MUVE methdology? Is it different from face to face methodology? In MUVEs we can reproduce a traditional classroom setting like on the left or we can have a class inside a clothes store like in the right.
  • Interaction and Language Learning in 3D Virtual Worlds

    1. 1. INTERACTION AND LANGUAGE LEARNING IN 3D VIRTUAL WORLDS Cristina Palomeque Joan-Tom às Pujolà Mª Ángeles García
    2. 2. contents <ul><li>Transcription method </li></ul><ul><li>3 language learning situations </li></ul><ul><li>Conclusions </li></ul><ul><li>MUVEs & </li></ul><ul><li>Language learning </li></ul><ul><li>Defining concepts </li></ul><ul><li>Our project </li></ul>
    3. 3. 3D muves Social dimension Interaction: environment, objects, avatars Immersive experience Multimodal communication
    4. 4. senses <ul><li>sense of presence </li></ul><ul><li>sense of authenticity </li></ul><ul><li>sense of immersiveness </li></ul><ul><li>sense of creativity </li></ul><ul><li>sense of gaming </li></ul>
    5. 5. muves encourage experimenting reduce tensions offer a new way of exploring language and reality can develop critical thinking are fun language learning
    6. 6. defining concepts <ul><li>interaction (n) – interactional (adj) </li></ul><ul><li>interactivity (n) – interactive (adj) </li></ul><ul><li>interact (v) </li></ul>
    7. 7. channels <ul><li>Written </li></ul><ul><ul><li>instant message (IM) </li></ul></ul><ul><ul><li>local chat </li></ul></ul><ul><ul><li>notecard </li></ul></ul><ul><li>Oral </li></ul><ul><ul><li>voice call </li></ul></ul><ul><ul><li>voice chat </li></ul></ul><ul><li>synchonous </li></ul><ul><li>asynchronous </li></ul>multitasking automatism
    8. 8. research <ul><li>What type of interaction can be observed in a learning-teaching context in a muve ? </li></ul>
    9. 9. research context <ul><li>Second Life </li></ul><ul><li> </li></ul><ul><li>Formal & ‘Informal’ learning </li></ul><ul><li>Spanish / English FL </li></ul><ul><li>Teachers & actors </li></ul><ul><li>Students </li></ul>
    10. 10. learning dynamics <ul><li>Formal learning </li></ul><ul><li>T – S – (H) </li></ul><ul><li>S – S </li></ul><ul><li>“ Informal” learning </li></ul><ul><li>S – A </li></ul>
    11. 11. research methodology <ul><li>Screen-recordings </li></ul><ul><li>Questionnaires </li></ul><ul><li>Interviews </li></ul><ul><li>Transcripts </li></ul><ul><ul><ul><li>Macro – sequence map </li></ul></ul></ul><ul><ul><ul><li>Micro – magnifying glass </li></ul></ul></ul>
    12. 12. <ul><li>Macro level (sequence map) </li></ul><ul><ul><li>Session </li></ul></ul><ul><li>Micro level (magnifying glass) </li></ul>transcription levels
    13. 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. 14. 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
    15. 15. situation 1 – T-S
    16. 16. description of situation 1 <ul><li>Teachers’ role: </li></ul><ul><li>teacher-centered (directive teacher) </li></ul><ul><li>helper ( ≠ levels of intrusiveness) </li></ul><ul><ul><ul><li>T prepares task (tech info) – in English </li></ul></ul></ul><ul><ul><ul><li>T checks sts’ comprehension of technicalities </li></ul></ul></ul><ul><ul><ul><li>T gives instructions of the task with H / Sts listen </li></ul></ul></ul><ul><ul><ul><li>T models with helper </li></ul></ul></ul><ul><ul><ul><li>T then with student: T-S drills (T/H feedback) </li></ul></ul></ul><ul><ul><ul><li>S - S drills (T/H feedback) </li></ul></ul></ul><ul><ul><ul><li>Plenary – wrap-up of activity </li></ul></ul></ul>
    17. 17. comments <ul><li>Class-without-room </li></ul><ul><li>Multimodal interaction: oral interaction with a comic-like interactivity – gaming element </li></ul><ul><li>Teacher controls interaction (1:1) and interactivity </li></ul><ul><li>Time spent on technical problems </li></ul>
    18. 18. situation 2 – S-S
    19. 19. description of situation 2 <ul><li>Helper directs Sts to restaurant </li></ul><ul><li>Sts put a scrambled dialogue in order </li></ul><ul><li>(oral group interaction) </li></ul><ul><li>Teacher feedback </li></ul><ul><li>Sts write a similar dialogue in groups (private IM) </li></ul><ul><li>Sts act out the dialogue </li></ul><ul><li>Teacher feedback </li></ul>
    20. 20. comments <ul><li>Multimodality – LC (board) + T IM (classroom management) </li></ul><ul><li>Collaborative writing process invisible to the T </li></ul><ul><li>Only 1 point of view – implications for research </li></ul><ul><li>Time spent on technical problems </li></ul>
    21. 21. situation 3 – S-A
    22. 22. description of situation 3 <ul><li>Students and actor discuss about a crime </li></ul><ul><li>Actor guides Students to the clues </li></ul><ul><li>Students simulate a conversation between a shop assistant and a detective </li></ul>
    23. 23. comments <ul><li>multimodality – LC (board) and IM (classroom management) </li></ul><ul><li>interactivity with environment (pointing at objects) </li></ul><ul><li>“ informal” learning – different locus of control </li></ul>
    24. 24. conclusions <ul><li>Affordance: need to explore full potential </li></ul><ul><li>Multimodality – aural/written/images </li></ul><ul><li>Multi-tasking interaction </li></ul><ul><li>Two curves to overcome: </li></ul><ul><ul><li>Steep technical learning curve </li></ul></ul><ul><ul><li>Language learning curve </li></ul></ul><ul><li>Need to provide prosumers with digital wisdom </li></ul>Interaction in MUVE language learning contexts
    25. 25. <ul><li>Mª Ángeles García </li></ul><ul><li>[email_address] </li></ul><ul><li>Cristina Palomeque </li></ul><ul><li>cristina. [email_address] </li></ul>Joan-Tom às Pujolà [email_address]