Using Virtual Worlds to Improve
Student Proficiency in
World Language
Introduction
•Instructional Technology
Coach of McGuffey
School District, PA, USA
•EdD Instructional
Technology student of
Duquesne University,
Pittsburgh, PA, USA
•Research and practical
experience
@laurajacob
Laura Jacob
[email protected]
laurajacob22
Questions for participants
1. What level do you educate?
A. Pre-K
B. Public K-12
C. Private K-12
D. Higher Ed
E. Retired
2. Are you a world language
educator?
A. Yes
B. No
3. What information do you expect from
this session?
A.
B.
C.
D.
E.
F.
Background information
Current Research
Current Usage
Ideas for implementation
All of the above
None
4. Do you have experience with
virtual worlds privately or in an
educational setting?
A. Yes
B. No
5. What are you most familiar with:
A.
B.
C.
D.
E.
Second Life
Open Sim
Reaction Grid
Activ Worlds
Adobe Atmosphere
6. What mode of teaching do you
(or your colleagues) spend the
most time with:
A. Face to face
B. Blended
C. Distance
Session Objectives
Introduction on 3-D virtual
worlds
Current research
Lesson plan development/
connections
Discussion
Questions
Virtual worlds + world
languages
Small group simulation/
discussion
Introduction
What does the current research state?
69% conducted at University setting
19% Secondary schools
12% Primary schools
Of the past virtual world research,
12.5% has addressed virtual worlds
and education
What does the current research state?
Overall research indicates student enjoyment of virtual worlds
(Hew, K. & Cheung, W. 2010).
Overall research states that virtual worlds could help students
learn (Hew, K. & Cheung, W. 2010).
Dickey, 2005: The combination of the text chat tool, unique
names and avatars provided a sense of anonymity.
Bailey & Moar, 2001: Avatars appear to be a very successful
means to facilitate interaction among primary school children.
What does the current research state?
• Majority of studies were based on descriptive
research.
• Lacked detailed qualitative research design
• Many of the studies did not utilize a control
group.
• More than half (53%) were limited in duration of
one semester-one year. (novelty effect)
Virtual Worlds and the World Language Classroom:
What are the possibilities?
2
VW+WL= VW L Environment Possibilities
• Safe Environment
• Immersive
• Promote higher-order thinking
• Avatar as positive barrier
• Time
5 Group Simulation and Discussion
2
Implementation of VW L:
Avatars and the Senses
Face-to-Face
Sight
Sound
Taste
Touch
Smell
Intuition
Temperature
Pain
Vestibular
Kinesthetic
Virtual World
Wimba or
Asynchronous
2
Implementation of VW L:
2
Implementation of VW L:
•S: Support others in the world when they
need it
•T: Take care with your talk and use
appropriate words
•A: Always ensure that you never reveal
your personal details
•R: Respect others and their property and
always be kind and considerate
MacIT.(2010). Virtual Worlds Project.
Slideshare.net/movashare/macict-virtualworlds-project-20100424-3842393.
2
Implementation of VW L:
Rubrics
•Building Objects
•Conversation
•Written Activities
•Reflections
Practical Applications: General
• Immersive environment
• Famous monuments
• Cultural art tours
• Spatial awareness
• Cultural Rooms
• Cinema
• Folklore and proverbs
• Currency
• Using public transportation
• Holiday celebrations
Practical Applications: French
• Le Petit Prince
• Ordering at a Café
• Ordering a plane
ticket
• Tour of Paris
Practical Applications: Spanish
• Ordering at a
restaurant
• Tour of Latin
America
• Shopping in a
market
• Mesoamerican
Ballgame
Practical Applications: German
• Faust
• Oktoberfest
Celebration
• Hofbräuhaus
• Karneval
• Skiing in the Alps
• German Rail- ICE
Practical Applications: English
• Driving in the
United States
• US Government
System
• US History
Considerations
• Technology-enhanced
curriculum
• Expense
• Time
• Computer requirements
• Prebuilt locales vs.
building
What language do you (or your colleagues)
teach:
A.
B.
C.
D.
E.
F.
French
Spanish
German
English
Mandarin
Other
Lesson Plan Development and Connections
•Create a workable lesson plan and
find someone to connect with
•Share ideas in large group
1. From my perspective, the
possible benefits are worth
trying virtual worlds with world
language students.
A. Yes
B. No
2. I have made connections with
another person today.
A. Yes
B. No
3. I intend to try virtual worlds with
world language students for the
2010-2011 school year.
A. Yes
B. No
Questions and Thank You!
Visit booth 1626 for more information
References
Bailey, F. & Moar, M. (2001). The Vertex Project: children creating and populating 3D virtual worlds.
International Journal of Art and Design Education, 20, 1, 19-30.
Barriers to student learning in second life.(2009). Library Technology Reports, 45(2), 29.
Brenda Eschenbrenner, Fiona Fui-Hoon Nah, Keng Siau. (2008). 3-D Virtual Worlds in Education: Applications,
Benefits, Issues, and Opportunities. Journal of Database Management, 19(4), 91-110. Retrieved
May 15, 2009, from ABI/INFORM Global database.
Dede, Chris (1995). The Evolution of Constructivist Learning Environments: Immersion in Distributed, Virtual
Worlds. Educational Technology, Saddle Brook, NJ, 1-12.
Dickey, M. D. (2005). Three-dimensional virtual worlds and distance learning: two case studies of Active Worlds
as a medium for distance learning. British Journal of Educational Technology, 36, 3, 439-451.
Hew, K. & Cheung, W. (2010). Use of three-dimensional (3-D) immersive virtual worlds in K-12 and higher
education settings: A review of the research. British Journal of Educational Technology, 41, 1, 33-55.
Junglas, Iris A., Johnson, Norman A., Steel, Douglas J., Abraham, D. Chon, Loughlin, Paul Mac (2007). Identity
Formation, Learning Styles and Trust in Virtual Worlds. ACM SIGMIS Database, 38(4), 90-96.
Koenraad, T. (2008). How can 3D virtual worlds contribute to language education? Focus on the Language
Village format. Van Een Virtuele Variant Van Het Taaldorp (ViTAAL), 2008, 1-3.
MacIT.(2010). Virtual Worlds Project. Slideshare.net/movashare/macict-virtual-worlds-project-201004243842393.
Robinson, Ken. (2009). The Element, Penguin Group, New York.
Salaberry, M. (2001). The use of technology for second language learning and teaching: A retrospective. The
Modern Language Journal, 85, 39-56.
Siau, K., Fui-Hoon, F., & Eschenbrenner, B. (2008). 3-D virtual worlds in education: Applications, benefits,
issues, and opportunities. Journal of Database Management, 19(4), 91.
Twining, P. (2009). Exploring the educational potential of virtual worlds--some reflections from the SPP. British
Journal of Educational Technology, 40(3), 496.