Exploring the use of social virtual reality for virtual exchange

IF 4.6 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Recall Pub Date : 2023-05-02 DOI:10.1017/S0958344023000125
Alice Gruber, Silvia Canto, Kristi Jauregi-Ondarra
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引用次数: 3

Abstract

Abstract Mentored online intercultural interaction offers foreign language learners the opportunity to develop different competences, including intercultural, linguistic, and digital competence (O’Dowd, 2021). Such virtual exchange (VE) projects typically involve computer-mediated communication via, for example, Zoom. However, the use of high-immersion virtual reality (VR) for synchronous online collaboration in VE projects has received little attention. This study investigated the effect of VR on students’ levels of presence and engagement, on students’ communication and on students’ views on using VR for intercultural encounters compared to traditional videoconferencing tools. Twenty-seven university students from the Netherlands and Germany utilised VR to carry out intercultural learning tasks using English as a lingua franca during a four-week implementation period. Participants responded to pre- and post-intervention questionnaires, completed reflection journals, audio- or video-recorded their VR meetings and participated in interviews. Results showed that the levels of presence and engagement and preferences of social VR compared to videoconferencing for intercultural encounters depended on students individually. A VR immersion experience and comfortability scale was created based on the data which showed mixed experiences. VR influenced participants’ interactions, topics of conversation and communication strategies when they explored their spaces together. The results showed that students’ attitudes towards VR and their subjective experience of VR seem to play an important role in the VE-VR setting. VR provided a safe space for many participants. Positive attitudes towards communicating in the VR environment are highly correlated with positive attitudes towards meeting students from other countries in VR. Implications for language education are provided.
探索利用社交虚拟现实进行虚拟交流
有指导的在线跨文化互动为外语学习者提供了发展不同能力的机会,包括跨文化、语言和数字能力(O 'Dowd, 2021)。这种虚拟交换(VE)项目通常涉及通过计算机媒介进行通信,例如Zoom。然而,在VE项目中使用高度沉浸式虚拟现实(VR)进行同步在线协作却很少受到关注。本研究调查了与传统视频会议工具相比,VR对学生的在场和参与程度、学生的交流以及学生对使用VR进行跨文化交流的看法的影响。在为期四周的实施期内,来自荷兰和德国的27名大学生利用VR以英语为通用语进行跨文化学习任务。参与者回答了干预前和干预后的问卷,完成了反思日志,录音或视频记录了他们的VR会议,并参加了访谈。结果表明,与跨文化交流的视频会议相比,社交VR的存在和参与程度以及偏好取决于学生个人。根据显示混合体验的数据,制作了VR沉浸体验和舒适度量表。当参与者一起探索他们的空间时,VR影响了参与者的互动、对话主题和沟通策略。结果表明,学生对VR的态度和他们对VR的主观体验似乎在VE-VR设置中起着重要作用。VR为许多参与者提供了一个安全的空间。对在VR环境中交流的积极态度与在VR中与来自其他国家的学生见面的积极态度高度相关。对语言教育的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Recall
Recall Multiple-
CiteScore
8.50
自引率
4.40%
发文量
17
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