Combining face-to-face learning with online learning in Virtual Worlds

Authors

  • Anke Berns Universidad de Cádiz
  • Antonio González-Pardo Universidad Autónoma de Madrid
  • David Camacho Universidad Autónoma de Madrid

DOI:

https://doi.org/10.4995/eurocall.2012.16036

Keywords:

Virtual Worlds, motivation in education, foreign language learning, Opensim, videogame-like applications, blended learning

Abstract

This paper focuses on the development of videogame-like applications in a 3D virtual environment as a complement to the face-to-face teaching and learning. With the changing role of teaching and learning and the increasing use of blended learning, instructors are increasingly expected to explore new ways to attend to the needs of their students. In recent years many educational institutions have started integrating into their teaching protocol the use of e-Learning platforms such as Moodle, WebCT, Blackboard or Virtual Worlds (VWs) such as Second Life (SL). The aim is not only to provide students with motivating and meaningful content and media, but also to provide them with attractive learning tools, able to enhance and guarantee a successful autonomous learning process. Nevertheless, based on our own teaching experience over the past years, we would argue that neither traditional e-Learning platforms such as Moodle, WebCT or Blackboard, nor VWs, completely meet the expectations and needs of (our) students with regard to autonomous learning. This is why the purpose of our analysis is to explore further possibilities by designing highly interactive and motivating online learning materials, including the use of videogame-like applications and a specific 3D virtual platform (OpenSim). We thus intend to provide students from the very first stage of their foreign language acquisition process with highly interactive learning environments, not only in the face-to-face learning, but also in autonomous online learning. The latter is considered to be complementary to, rather than different from the dynamics involved in face-to-face learning. Furthermore the paper includes an empirical evaluation of five language learning sessions during which several sets of students played the videogame-like application we had designed for the purposes of our research.

Downloads

Download data is not yet available.

Author Biographies

Anke Berns, Universidad de Cádiz

Department of Modern Languages

Antonio González-Pardo, Universidad Autónoma de Madrid

Computer Science Department

David Camacho, Universidad Autónoma de Madrid

Computer Science Department

References

Aldrich, C. (2009). Learning online with games, simulations and virtual worlds. Strategies for online instruction. San Diego: Pfeiffer.

Berns, A.,González-Pardo, A. & Camacho, D. (2001). Designing videogames for foreign language learning. Milan: Simonelli Editore.

Chang, W.-Ch. & Chou, Y.M. (2008). Introductory C Programming Language Learning with Game Based Digital Learning. ICWL, 221-231. https://doi.org/10.1007/978-3-540-85033-5_22

De Freitas, S. (2007). Learning in Immersive Worlds. A Review of Game-Based Learning. London: JISC.

Dörnyei, Z.& Ushioda, E. (2011). Teaching and researching motivation. 2nd ed. Harlow: Longman.

Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: Oxford University Press.

Garris, R. & Ahlers, R. (2002). Games, motivation and learning: A research and practice model. Simulation & Gaming, 33 (4), 441-467. https://doi.org/10.1177/1046878102238607

Gee, J.P. (2007). Good Video Games and Good Learning. New York: Peter Lang. https://doi.org/10.3726/978-1-4539-1162-4

Jenkins, H., Klopfer, E., Squire, K., & Tan, P. (2003). Entering the Education Arcade. ACM Computers in Entertainment, 1 (1),17-17. https://doi.org/10.1145/950566.950591

Krashen, S.D. (2003). Explorations in Language Acquisition and Use, Portsmouth: NH: Heinemann.

Lepper, M. R. & Cordova, D.I., (1992). A desire to be taught: instructional Consequences of Intrinsic Motivation. Motivation and Emotion 16, 187-208. https://doi.org/10.1007/BF00991651

Lightbown, P. M. & Spada, N. (2006). How languages are learned, Oxford: University Press.

Lunce, L. (2006). Simulations: Bringing the benefits of situated learning to the traditional classroom. Journal of Applied Educational Technology, 3 (1), 37-45.

Malone, T. (1981a). Towards a Theory of Intrinsically Motivating Instruction. Cognitive Science 5 (4), 333-369. https://doi.org/10.1207/s15516709cog0504_2

Malone, T. (1981b). What makes computer games fun? Byte 6 (12), 258-276. https://doi.org/10.1145/800276.810990

Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.

Purushotma, R., Thorne, S.L. & Wheatley, J.,( 2008). 10 key principles for designing video games for foreign language learning. Language, p.1-37. Consultado el día 10 de noviembre de 2011 de la World WideWeb: http://knol.google.com/k/ravi-purushotma/10-key-principles-for-designing video/27mkxqba7b13d/2#done.

Rico, M., Martínez G., Alamán, X., Camacho, D., Pulido E. (2011). Improving the Programming Experience of High School Students by Means of Virtual Worlds. International Journal of Engineering Education, 27 (1), 52-60.

Torrente, J., Moreno-Ger, P. & Martínez-Ortiz, I., Fernandez-Manjon, B. (2009). Integration and Deployment of Educational Games in e-Learning Environments: The Learning Object Model Meets Educational Gaming. Educational Technology & Society, 12 (4), 359-371.

Sun, P.-Ch., Tsai, R. J., Finger, G., Cheng, Y.Y.& Dowming, Y. (2008). What drives a successful E Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education 50, 1183-1202. https://doi.org/10.1016/j.compedu.2006.11.007

Downloads

Published

03/22/2012

Issue

Section

Research papers