Immersive Virtual Reality as an Effective Tool for Second Language Vocabulary Learning
Bibliographic Data
| ID | 5900926 |
|---|---|
| Authors | Julie Legault (0000-0003-2229-2289, Pennsylvania State University, corresponding author), Jiayan Zhao (0000-0002-8533-6042, Pennsylvania State University), Ying-An Chi (Pennsylvania State University), Weitao Chen (0000-0002-6272-1618), Chen Weitao (Pennsylvania State University), Alexander Klippel (0000-0002-7171-492X, Pennsylvania State University), Ping Li (0000-0002-0813-0980) |
| Year | 2019 |
| Volume | 4 |
| Issue | 1 |
| Pages | 13 |
| Publication date | 2019-02-18 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Languages (JOURNAL) |
| Journal identifiers | ISSN: 2226-471X • E-ISSN: 2226-471X |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/languages4010013 |
| OpenAlex | W2916054924 |
| Language | EN |
| Citations received | 34 |
| References cited | 52 |
Learning a second language (L2) presents a significant challenge to many people in adulthood. Platforms for effective L2 instruction have been developed in both academia and the industry. While real-life (RL) immersion is often lauded as a particularly effective L2 learning platform, little is known about the features of immersive contexts that contribute to the L2 learning process. Immersive virtual reality (iVR) offers a flexible platform to simulate an RL immersive learning situation, while allowing the researcher to have tight experimental control for stimulus delivery and learner interaction with the environment. Using a mixed counterbalanced design, the current study examines individual differences in L2 performance during learning of 60 Mandarin Chinese words across two learning sessions, with each participant learning 30 words in iVR and 30 words via word-word (WW) paired association. Behavioral performance was collected immediately after L2 learning via an alternative forced-choice recognition task. Our results indicate a main effect of L2 learning context, such that accuracy on trials learned via iVR was significantly higher as compared to trials learned in the WW condition. These effects are reflected especially in the differential effects of learning contexts, in that less successful learners show a significant benefit of iVR instruction as compared to WW, whereas successful learners do not show a significant benefit of either learning condition. Our findings have broad implications for L2 education, particularly for those who struggle in learning an L2
Human–computer interaction · Language acquisition · Linguistics · Mandarin Chinese · Mathematics education · Multimedia · Virtual reality · Vocabulary · Vocabulary Learning · Word learning · Action Observation and Synchronization · Computer Science · Psychology · Virtual Reality Applications and Impacts · Visual and Cognitive Learning Processes
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Di̇l Öğreti̇mi̇nde Sanal Gerçekli̇k Uygulamalarinin Kullanimi
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Target Article
Immersive Interfaces for Engagement and Learning
A critical look at the embodied cognition hypothesis and a new proposal for grounding conceptual content
Interdependence of first- and second-language proficiency in bilingual children
Bilingualism Tunes the Anterior Cingulate Cortex for Conflict Monitoring
Peabody Picture Vocabulary Test--Fourth Edition
Working memory and second language comprehension and production
Testing the Efficiency and Independence of Attentional Networks
Grounding conceptual knowledge in modality-specific systems
Embodied Language
Bilingual language production
Collaborative embodied learning in mixed reality motion-capture environments
Learning Context and Its Effects on Second Language Acquisition
Wechsler Adult Intelligence Scale--Third Edition
Critical period effects in second language learning
The Biological Foundations of Language
How periods abroad affect vocabulary growth in a foreign language
Grounded Cognition
Age of acquisition
| Unique citing works | 34 |
|---|---|
| Citations per year | 6,8 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 34 |