The Moving Learner: Object Manipulation in Virtual Reality Improves Vocabulary Learning

Autor/inn/en	Fuhrman, Orly; Eckerling, Anabel; Friedmann, Naama; Tarrasch, Ricardo; Raz, Gal
Titel	The Moving Learner: Object Manipulation in Virtual Reality Improves Vocabulary Learning
Quelle	In: Journal of Computer Assisted Learning, 37 (2021) 3, S.672-683 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fuhrman, Orly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12515
Schlagwörter	Computer Assisted Instruction; Second Language Learning; Second Language Instruction; Recall (Psychology); Language Tests; Vocabulary Development; Semitic Languages; Teaching Methods; Learning Processes; Computer Simulation; Finno Ugric Languages; Motor Reactions; Pictorial Stimuli; Authentic Learning; Sensory Integration; Adult Learning + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Abberufung; Language test; Sprachtest; Wortschatzarbeit; Arabisch; Hebräisch; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Computergrafik; Computersimulation; Fantasieanregung; Sensorische Integration; Adulte education; Adult training; Erwachsenenbildung
Abstract	A challenging aspect of foreign language acquisition is learning new vocabulary. Research has demonstrated the benefits of motor action to vocabulary learning, though these findings are rarely translated into teaching and learning practices. In this work, we present a novel paradigm for vocabulary learning in a virtual reality environment, capitalizing on the prominent advantages of this technology as an 'embodied learning' tool. Hebrew-speaking adults explored a virtual room and learned the Finnish names of 40 daily objects. Every participant learned the new object names under three conditions: (1) Watch-only: watching the object without performing any movement (2) performing an irrelevant movement or (3) performing a manipulation movement that implied its habitual use. Participants completed a word-picture matching test after each training block, as well as additional word-picture matching and recall tests a week after the initial training session. The overall results demonstrate improved comprehension rates for items that were learned in the manipulation movement condition compared to the irrelevant movement condition, both in the initial learning session and 1 week following it. These initial findings suggest that VR technology may indeed hold the potential to offer a more authentic, multisensory and motor context to efficient foreign language learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01