Foreign Language Learning Gamification Using Virtual Reality--A Systematic Review of Empirical Research

Autor/inn/en	Pinto, Rafael Darque; Peixoto, Bruno; Melo, Miguel; Cabral, Luciana; Bessa, Maximino
Titel	Foreign Language Learning Gamification Using Virtual Reality--A Systematic Review of Empirical Research
Quelle	In: Education Sciences, 11 (2021), Artikel 222 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Second Language Learning; Second Language Instruction; Research Reports; Computer Games; Computer Simulation; Elementary Secondary Education; English (Second Language); Teaching Methods; Game Based Learning; Technology Integration; German; Usability; Bibliometrics; Learning Strategies; Second Languages + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Research report; Forschungsbericht; Computer game; Computerspiel; Computerspiele; Computergrafik; Computersimulation; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Deutscher; Bibliometrie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Second language; Zweitsprache
Abstract	Virtual reality has shown to have great potential as an educational tool when it comes to new learning methods. With the growth and dissemination of this technology, there is a massive opportunity for teachers to add this technology to their methods of teaching a second/foreign language, since students keep showing a growing interest in new technologies. This systematic review of empirical research aims at understanding whether the use of gaming strategies in virtual reality is beneficial for the learning of a second/foreign language or not. Results show that more than half of the articles proved that virtual reality technologies with gaming strategies can be used to learn a foreign language. It was also found that "learning" was the most evaluated dependent variable among the chosen records, augmented reality was the leading technology used, primary education and lower secondary was the most researched school stages, and the most used language to evaluate the use of gamified technology was by far the English language. Given the lack of directed investigation, it is recommended to use these technologies to support second language learning and not entirely replace traditional approaches. A research agenda is also proposed by the authors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01