The State of Extended Reality Technologies in Language Education and Research

Emerging Concepts in Technology-Enhanced Language Teaching and Learning Pub Date : 1900-01-01 DOI:10.4018/978-1-7998-8981-6.ch002

A. Barrett, Austin Pack

{"title":"The State of Extended Reality Technologies in Language Education and Research","authors":"A. Barrett, Austin Pack","doi":"10.4018/978-1-7998-8981-6.ch002","DOIUrl":null,"url":null,"abstract":"Despite making headway in the entertainment sector, extended reality (XR) remains an experimental technology in many educational contexts. This chapter moves to enrich the understanding of XR for language researchers and educators with a review of the most current established theories, frameworks, and research. An exploration of recommended avenues for future research from recently published articles in VR for education will be discussed to provide readers with an outline of the current research conditions and suggested ways forward. The chapter concludes with an inspection of language learners' experiences using a high-immersion VR system for the purposes of learning paragraph structure. Trends in VR education and research point towards increasingly sustainable applications of the technology in the classroom with identified linguistic and affective benefits. As VR continues to evolve and its applications in language learning become more sophisticated, educators and researchers will need to stay acquainted with the prevailing usages. This chapter aims to assist in that endeavor.","PeriodicalId":365733,"journal":{"name":"Emerging Concepts in Technology-Enhanced Language Teaching and Learning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Emerging Concepts in Technology-Enhanced Language Teaching and Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/978-1-7998-8981-6.ch002","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}

引用次数: 1

Abstract

Despite making headway in the entertainment sector, extended reality (XR) remains an experimental technology in many educational contexts. This chapter moves to enrich the understanding of XR for language researchers and educators with a review of the most current established theories, frameworks, and research. An exploration of recommended avenues for future research from recently published articles in VR for education will be discussed to provide readers with an outline of the current research conditions and suggested ways forward. The chapter concludes with an inspection of language learners' experiences using a high-immersion VR system for the purposes of learning paragraph structure. Trends in VR education and research point towards increasingly sustainable applications of the technology in the classroom with identified linguistic and affective benefits. As VR continues to evolve and its applications in language learning become more sophisticated, educators and researchers will need to stay acquainted with the prevailing usages. This chapter aims to assist in that endeavor.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

扩展现实技术在语言教育与研究中的应用现状

尽管在娱乐领域取得了进展，但扩展现实(XR)在许多教育环境中仍然是一种实验性技术。本章通过对当前最成熟的理论、框架和研究的回顾，丰富了语言研究者和教育者对XR的理解。本文将从最近发表的关于教育虚拟现实的文章中探讨未来研究的建议途径，为读者提供当前研究状况的概述和建议的前进方向。本章最后考察了语言学习者使用高度沉浸式虚拟现实系统学习段落结构的经验。虚拟现实教育和研究的趋势表明，该技术在课堂上的应用越来越可持续，并具有明确的语言和情感效益。随着虚拟现实技术的不断发展及其在语言学习中的应用变得越来越复杂，教育工作者和研究人员将需要熟悉当前的用法。本章旨在协助这一努力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Emerging Concepts in Technology-Enhanced Language Teaching and Learning

自引率

0.00%

发文量

期刊最新文献

Being Brave in a MOOC World Global Learning in a Pandemic The “Standard Model” of CALL Learning Design English Language Learner Pedagogical Performance and Experience Through Digital Video Production How Do University L2 Learners Make Use of Mobile Dictionary Apps to Become Autonomous Learners?