Slides used during a presentation to Moscow State University in April 2017.

1. Using virtual reality when learning
foreign languages
• Dr. Eileen O’Connor
• State University of New York (SUNY) – Empire State College
• April 18, 2017
• Agenda
 Overview
 Educational perspectives on virtual reality learning
 Accessing Second Life and open-source islands
 Examples of islands and environments

2. Different types of
virtual reality
• All have:
• Access via a computer
• Use 3-d environments
• Avatar movement
• Voice and text possible

3. Why use virtual reality to learn
foreign language?
• Language input options with Second Life
• Meet with native speakers in the target language
• Engage in historical / cultural experiences
• Visit language-learning focused locations
• Immerse yourself in a different language with less personal “stress”

4. Learning within the space itself – automatic
gestures are available
• “. . . if the association of a gesture to a word can enhance verbal
memory, then VR offers a privileged medium in which to implement
the training. In fact, it gives users the opportunity to see themselves
moving in the environment while being comfortably seated in a chair.”
Frontiers in Psychology – Educational Psychology, 06 November 2014, C.
Repetto
• http://journal.frontiersin.org/article/10.3389/fpsyg.2014.01280/full

5. Use the social aspects of learning another
language
• “Using virtual reality in language teaching can foster learning in that
learners can behave differently in an online platform. People’s
behavior can change or at least appear to be different when working
online compared to the behavior they would display in a classroom
setting . . . Teachers can benefit from this situation by integrating
virtual reality into traditional classrooms. Virtual reality is an ideal
language learning environment that includes social learning,
immersive learning, creativity and relevance. In 3D virtual
environment, learners meet with others; they share and use their
creativity by means of telepresence”
• http://www.partedres.com/archieve/spi_15_2/3_per_15_spi_2_3_Page_21_26.pdf
• Participatory Educational Research (PER) Special Issue 2015-II, pp., 21-26; 5-7 November, 2015 Available online at
http://www.partedres.com ISSN: 2148-6123 http://dx.doi.org/10.17275/per.15.spi.2.3
• A Content Analysis of Virtual Reality Studies in Foreign Language Education
• Ekrem SOLAK* and Gamze ERDEM

6. Reduced learning anxiety & increased
creativity
• “The related studies have consistently found that VLEs increase learner
autonomy and self-efficacy, reduce learning anxiety, and foster creativity.
VR presents a realistic virtual space and visible “classmates” who assist
students in gaining a sense of participation and building emotional bonds
(positive or negative) with their collaborative partners.”
• “Regardless of the original purposes for which VLEs were designed,
researchers in the computer-assisted language learning (CALL) field have
tried to employ pedagogical principles and practices that are innovative
and theoretically grounded to understand the pedagogical values of VLEs in
language learning.”
• http://www.ifets.info/journals/18_4/37.pdf
• Lin, T. J., & Lan, Y. J. (2015). Language Learning in Virtual Reality Environments: Past, Present, and
Future. Educational Technology & Society, 18 (4), 486–497.

7. Practice the language with native speakers
• http://www.ifets.info/journals/18_4/37.pdf
• Lin, T. J., & Lan, Y. J. (2015). Language Learning in Virtual Reality Environments: Past, Present, and
Future. Educational Technology & Society, 18 (4), 486–497.
• “The FL setting was found to be the most common in the VR
publications analyzed. This is not surprising, given that FL learners
often do not have ready access to a suitable environment in which
to practice and use the target language. VLEs can overcome this
difficulty by providing an immersive and authentic environment to
socially interact with native speakers.”
• VR research seems to be potentially useful but the role of the teacher
in creating the pedagogical interactions has yet to be studied
adequately

8. Various ways that Virtual Reality can be used
in foreign language learning
• As an immersive environment to participate in a foreign language
without having to travel to distant locations; safe space within which
to work
• As a location to visit with colleagues from course and/or with the
course instructor
• As a place to immerse yourself in another culture, particularly if there
are authentic buildings and events from that culture

9. Language
learning
pathways – more
options
becoming
available as the
cost drops for
open course
environments
Virtual reality for
language learning
Second Life (SL)
Since 2003
More commercial
and “social”
Open source (ie.
Kitely)
Less costly
More educational
areas now
Extra step with
viewer download

10. Second Life – language input options

11. When signing up, you choose an avatar with
either pathway
Here are some
Second Life avatar
options

12. You choose a username – don’t forget it

13. You create security questions and answers

14. You download the viewer (Second Life or
Firestorm) onto your computer

15. Follow directions to move into the appropriate
environment

16. Invest time in learning how to navigate the
environment – SL has integrated tutorial

17. Invest time in learning how to navigate the
environment – tutorials and video links for Kitely in handout

18. Explore events & locations on the various
islands
When you first enter Firestorm Use World (top menu) > Search

19. Look for
islands and
activities

20. Join an event in another language
• Click on World >
Event; search for
the desired event

21. Some examples
from Second Life

23. Some examples
from Second Life

24. Visit familiar
settings

25. Moscow meeting

26. Language instruction itself, in these locations
More examples
from Second Life

27. Some examples
from Second Life

28. Response from Drive Thru English

31. Or visit
university or
cultural
locations

32. Using Firestorm & Kitely, visit Empire State
College Islands
• Use the Firestorm /
Kitely directions – that
will be forwarded;
explore their islands
• Come to Marian Island
& visit the many class
meeting spaces
• We can even plan a
time to meet for some
practicing and fun

33. Visit
locations
created by
ESC
students for
their pupils
or audience
in Kitely
https://sites.google.com/site/virtualresourcesfordevelopers/student-examples

34. Spanish language immersion / Ancient Japanese history

35. My class meetings – with slide presentation &
posters too

36. Later talks with different groups
– from across New York State

37. In summary
• Virtual reality can provide an
immersive, avatar-based
environment where you can
meet individuals from different
countries, learning language,
culture, and pronunciation
from native speakers
• Overcome distance and shyness
by working via an avatar from
your own computer
• Or, just have some fun in the
amusement park area on
Marian Island