Embark on an Immersive Language Journey: Redefining Virtual Reality with ELT Learning!

Virtual Reality

Virtual reality (VR) is a dynamic and highly interactive computer-based technology that immerses users in a simulated environment, enabling them to engage in "virtually real" experiences (Pantelidis, 1993). Through the use of multimedia content and advanced computer technologies, VR creates a realistic world where users can manipulate themselves and seamlessly interact with the virtual environment (Lin & Lan, 2015). This feature empowers users to actively engage with and seamlessly interact within the virtual environment, providing them with a realistic and immersive experience akin to real-life situations.

In the context of language learning, VR offers L2 learners the opportunity to engage with realistically simulated environments that facilitate language acquisition (Lan, 2016; Lan, Lyu, & Chin, 2019). By immersing learners in contexts that resemble real-life situations, VR enhances their language learning experience and provides contextual support, making language acquisition more accessible and effective (Wang et al., 2020). The design of VR environments also allows for the creation of authentic learning contexts that expand learners' scope of learning and provide meaningful interactions (Wang et al., 2020). The immersive nature of VR captivates learners' attention and encourages exploration and interaction within the virtual setting (Peterson, 2012; Shih, 2015). This unique feature enables learners to engage in cooperative and task-based learning, fostering collaborative interactions and a deeper understanding of the language (Berns, Gonzalez-Pardo, & Camacho, 2013). Moreover, VR goes beyond traditional classroom learning by offering learners a sense of presence, where they feel fully engaged and connected to the virtual environment (Mikropoulos, 2006; Wang, Petrina, & Feng, 2017). This sense of presence allows learners to explore, interact, and immerse themselves in the language, enhancing their learning outcomes (Chen, 2016; Wang, Lan, Tseng, Lin, & Gupta, 2019).

Overall, VR provides a powerful tool for language learning by creating immersive, authentic, and flexible learning environments. Through VR technology, learners can engage in realistic simulations, interact with the language in meaningful ways, and deepen their understanding and proficiency in the target language.

FrameVR

Frame VR is an innovative virtual reality (VR) platform that allows users to create and explore immersive 3D environments. It offers a user-friendly interface and a range of features that make it an exciting tool for various applications, including language teacher education and training. With Frame VR, teachers can create captivating virtual experiences by customizing scenes, adding interactive elements, and incorporating multimedia content. Frame VR provides a library of pre-made scenes that teachers can modify or create their own from scratch. They can select different landscapes, indoor or outdoor settings, and adjust the lighting and ambiance to create the desired atmosphere. Teachers can enhance the immersive experience by incorporating multimedia elements. They can add images, videos, audio clips, and text within the virtual environment. This allows them to provide contextual information, prompts, or instructions to guide users' interactions. Frame VR also enables teachers to assign behaviors and interactions to objects. Users can manipulate objects, click on interactive elements, or trigger specific actions within the scene. This feature encourages exploration and active engagement. This VR tool provides teachers with different navigation options to move around the virtual environment. Students can walk, teleport, or use other predefined movement modes based on their design. This flexibility allows for seamless exploration and interaction within the VR experience. Additionally, Frame VR offers collaboration features, allowing multiple students to participate in the same virtual environment simultaneously. At that point, teachers can create speaking zones, which is particularly beneficial for collaborative learning experiences or group projects. Additionally, teachers can easily share their VR creations with others through links or QR codes.

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Spatial.io

Spatial.io is a collaborative virtual reality (VR) platform that allows users to collaborate and interact in a shared virtual space. It enables individuals or teams to connect remotely and work together as if they were in the same physical location, regardless of their actual geographical distance. It creates a virtual environment where teachers and students can join using their AR devices, such as smartphones, tablets, or smart glasses. Once inside the virtual space, they can see and interact with each other's avatars, as well as with virtual objects and content. The platform leverages advanced AR technologies to enable realistic and immersive interactions. Users can manipulate and move virtual objects, share and annotate 3D models, and collaborate on tasks and projects in real time. Spatial.io also supports multimedia integration, allowing users to incorporate multimedia elements such as images, videos, and presentations into the virtual space. Teachers can use Spatial.io to design interactive virtual classrooms, where students can engage in conversations, role plays, or language exercises. The shared virtual space allows for natural and real-time communication, fostering language fluency and cultural understanding.

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Mozilla Hubs

Mozilla Hubs is a web-based virtual reality platform that allows teachers to create and explore virtual environments. It is designed to facilitate social interactions and collaboration in a shared virtual space. With Mozilla Hubs, teachers can create their own customized virtual rooms and invite students to join them. The platform offers a range of features and tools to enhance the virtual experience. Students can interact with objects, create and customize avatars, share media files such as images and videos, and engage in real-time communication through voice chat. Additionally, there are options for embedding 3D models and integrating other web-based content into the virtual environment. The user-friendly interface and accessibility of Mozilla Hubs make it a versatile tool for teachers and students alike. It can be accessed through web browsers on desktop computers, laptops, or mobile devices, eliminating the need for specialized VR equipment. It provides an immersive and interactive platform where language learners can practice their speaking skills, engage in role-playing scenarios, collaborate on projects, and participate in virtual language exchanges with users from around the world.

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EngageVR

Engage VR is a virtual reality platform that offers a wide range of immersive experiences and educational content. It provides a collaborative environment where teachers can create, share, and engage in virtual reality experiences. Engage VR allows them to design interactive lessons, virtual field trips, and presentations using a variety of media, including 3D models, videos, images, and audio. Students can participate in these virtual environments, interact with the content, and collaborate with their peers in real-time. The platform offers various features and tools to enhance the learning experience. It supports multi-user functionality, enabling students and teachers to connect and communicate within the virtual environment. Engage VR also provides customizable avatars, enabling users to personalize their virtual presence. Additionally, there are interactive tools such as drawing and annotation tools, quizzes, and assessments that can be incorporated into the virtual experiences. Engage VR offers a vast library of pre-made content and experiences created by educators and content creators. These resources cover a wide range of subjects, making it suitable for various educational disciplines. Teachers can also create their own content and share it with their students.

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ClassVR

ClassVR is a virtual reality platform designed specifically for educational purposes. It provides teachers and students with a range of virtual reality experiences and tools to enhance learning across various subjects, including language learning. With ClassVR, teachers can create immersive and interactive language learning experiences for their students. They can use pre-existing VR content related to language learning or create their own customized VR lessons using the ClassVR portal. The portal allows teachers to upload their own 360-degree images and videos, as well as interactive 3D models, to tailor the VR experiences to their specific language learning objectives. In the virtual reality environment, students can explore different language contexts, practice vocabulary and grammar, engage in language conversations, and experience cultural immersion. They can interact with the virtual environment, objects, and characters, enhancing their language skills through real-life simulations and authentic language use. ClassVR also provides teachers with tools for assessment and monitoring student progress. Teachers can track students' engagement, performance, and understanding of the language content through the ClassVR portal. They can also use the platform's features to provide feedback and support individual student learning needs.

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Unimersiv

Unimersiv is a virtual reality (VR) platform that offers educational experiences across various subjects, including language learning. Unimersiv provides an immersive environment that allows students to engage with language learning content in a highly interactive and realistic way. They can explore virtual environments, interact with objects, and practice language skills within a contextually rich setting. Unimersiv offers students the opportunity to experience authentic language use in simulated real-world scenarios. This can include conversations with virtual characters, role-playing activities, and cultural immersion, enabling learners to develop their language skills in context. Unimersiv provides interactive language exercises and activities that allow students to practice vocabulary, grammar, and other language components. These exercises often involve hands-on interactions and real-time feedback, creating an engaging and dynamic learning experience.

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Second Life

Second Life is a virtual world that allows users to create avatars and interact with others in a virtual environment. It provides a platform for social interactions, exploration, and various activities. In Second Life, users can explore virtual landscapes, build and customize virtual spaces, participate in events and activities, and engage in social interactions with other users from around the world. Teachers can create virtual classrooms or learning spaces where students can engage in language-related tasks, role-playing, and collaborative projects. Second Life provides a unique and dynamic platform for language learning, allowing learners to practice their speaking, listening, reading, and writing skills in a virtual and interactive setting. It offers a range of possibilities for language teachers and learners to create engaging and meaningful language learning experiences. It's worth noting that Second Life requires the installation of specific software and access to a stable internet connection.

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References:

Berns, A., Gonzalez-Pardo, A., & Camacho, D. (2013). Game-like language learning in 3D virtual environments. Computers & Education, 60(1), 210–220.
Chen, Y. L. (2016). The effects of VR learning environment on student cognitive and linguistic development. The Asia-Pacific Education Researcher, 25(4), 637–646.
Mikropoulos, T. A. (2006). Presence: A unique characteristic in educational virtual environments. Virtual Reality, 10(3-4), 197–206.
Pantelidis, V. (1993). Virtual reality in the classroom. Educational Technology, 33, 23-27.
Peterson, M. (2012). EFL learner collaborative interaction in Second Life. ReCALL, 24(1), 20–39.
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Wang, C. P., Lan, Y. J., Tseng, W. T., Lin, Y. T. R., & Gupta, K. C. L. (2020). On the effects of 3D virtual worlds in language learning–a meta-analysis. Computer Assisted Language Learning, 33(8), 891–915.
Wang, C. P., Lan, Y. J., Tseng, W. T., Lin, Y. T. R., & Gupta, K. C. L. (2019). On the effects of 3D virtual worlds in language learning–A meta-analysis. Computer Assisted Language Learning.
Wang, Y. F., Petrina, S., & Feng, F. (2017). VILLAGE–Virtual immersive language learning and gaming environment: Immersion and presence. British Journal of Educational Technology, 48(2), 431–420.
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Lan, Y. J. (2016). The essential components of game design in 3D virtual worlds: From a language learning perspective. Learning, Design, and Technology, 1, 1–18.
Lan, Y. J., Lyu, B. N., & Chin, C. K. (2019). Does 3D immersive experience enhance Mandarin writing by CSL students? Language Learning and Technology, 23(2), 125–144.