Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Khaled Alharbi
Introduction
Virtual worlds are playing an
important role in education,
especially in language learning. By
March 2007 it was estimated that
over 200 universities or academic
institutions were involved in Second
Life (Cooke-Plagwitz, p.548).
Introduction
Linden Lab Vice President of
Platform and Technology
Development, claimed in 2009 that
"Language learning is the most
common education-based activity in
Second Life". Many mainstream
language institutes and private
language schools are now using 3D
virtual environments to support
language learning.
Introduction
Virtual world started in the adventure
games and simulations of the 1970s.
Since 2007 a series of conferences
known as SLanguages have taken
place, bringing together practitioners
and researchers in the field of language
education in Second Life for a 24-hour
event to celebrate languages and
cultures within the 3D virtual world.
SL virtual classroom
Hundsberger (2009, p.18) defines a virtual
classroom thus:
"A virtual classroom in SL sets itself apart from
other virtual classrooms in that an ordinary
classroom is the place to learn a language whereas
the SL virtual classroom is the place to practice a
language. The connection to the outside world
from a language lab is a 2D connection, but
increasingly people enjoy rich and dynamic 3D
environments such as SL as can be concluded from
the high number of UK universities active in SL."
Constructivist approaches
Constructivist approaches are
applied to virtual world language
learning because of the scope for
learners to socially co-construct
knowledge, in spheres of particular
relevance to the learner.
Some examples of these approaches
are:-
Language Villages
The concept of real-lifelanguage
villageshas been replicated within
virtual worlds to create a language
immersion environment for language
learners in their own country. The
Dutch Digital School has built two
virtual language villages, Chatterdale
(English) and Parolay (French).
Virtual Tourism
Language learning can take place in public spaces
within virtual worlds. This offers greater flexibility
with locations and students can choose the
locations themselves, which enables a more
constructivist approach.
The wide variety of places in Second Life, e.g.
Barcelona, Berlin, London and Paris, offers
opportunities for language learning through virtual
tourism. Students can engage in conversation with
native speakers, take part in conducted tours in
different languages and even learn how to use
Second Life in a language other than English.
CAVE technology
ACave Automatic Virtual Environment(CAVE) is an immersive
Virtual Reality (VR) environment where projectors are directed to
three, four, five or six of the walls of a room-sized cube. The CAVE
is a large theatre that sits in a larger room. The walls of the CAVE
are made up of rear-projection screens, and the floor is made of a
down-projection screen. High-resolution projectors display images
on each of the screens by projecting the images onto mirrors
which reflect the images onto the projection screens. The user will
go inside the CAVE wearing special glasses to allow the 3D
graphics that are generated by the CAVE to be seen. With these
glasses, people using the CAVE can actually see objects floating in
the air, and can walk around them, getting a realistic view of what
the object would look like when they walk around it.
CAVE technology
O'Brien, Levy & Orich (2009)
describe the viability of CAVE and PC
technology as environments for
assisting students to learn a foreign
language and to experience the
target culture in ways that are
impossible through the use of other
technologies.