Assessing the Efficacy of VR for Foreign Language Learning Using Multimodal Learning Analytics

Autor/inn/en	Gorham, Tom; Jubaed, Sam; Sanyal, Tannishtha; Starr, Emma L.
Titel	Assessing the Efficacy of VR for Foreign Language Learning Using Multimodal Learning Analytics
Quelle	(2019), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Simulation; Second Language Learning; Second Language Instruction; Teaching Methods; Pilot Projects; Comparative Analysis; Data Analysis; Human Body; Motion; Pretests Posttests; Japanese; Computer Assisted Instruction; Computer Software; Writing (Composition); Females; Graduate Students; Orthographic Symbols; Writing Instruction; Massachusetts + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Pilot project; Modellversuch; Pilotprojekt; Auswertung; Menschlicher Körper; Bewegungsablauf; Japaner; Japanisch; Computer based training; Computerunterstützter Unterricht; Schreibübung; Weibliches Geschlecht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schreibunterricht; Master-Studiengang
Abstract	This chapter describes a small-scale pilot study in which participants in the experimental group learned how to write Japanese kanji characters within an immersive Virtual Reality (VR) graffiti simulator (the Kingspray Graffiti Simulator on the Oculus Rift VR system). In comparing the experimental group to the non-VR control group in the context of embodied cognition, the authors used a multimodal learning analytics approach: the participants' body movements were recorded using a full-body 3D motion-tracker and clustered with a machine learning algorithm. The participants were also compared on the basis of a written posttest and a follow-up survey. [For the complete volume, "Professional Development in CALL: A Selection of Papers," see ED593926.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01