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Learning Vocabulary In Another Language

Understanding second language acquisition

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Virtual Reality (VR) has been rapidly recognized and implemented in construction engineering education and training (CEET) in recent years due to its benefits of providing an engaging and immersive environment. The objective of this review is to critically collect and analyze the VR applications in CEET, aiming at all VR-related journal papers published from 1997 to 2017. The review follows a three-stage analysis on VR technologies, applications and future directions through a systematic analysis. It is found that the VR technologies adopted for CEET evolve over time, from desktop-based VR, immersive VR, 3D game-based VR, to Building Information Modelling (BIM)-enabled VR. A sibling technology, Augmented Reality (AR), for CEET adoptions has also emerged in recent years. These technologies have been applied in architecture and design visualization, construction health and safety training, equipment and operational task training, as well as structural analysis. Future research directions, including the integration of VR with emerging education paradigms and visualization technologies, have also been provided. The findings are useful for both researchers and educators to usefully integrate VR in their education and training programs to improve the training performance.

A critical review of the use of virtual reality in construction engineering education and training

Computer simulations have been shown to be effective instruments for teaching students about difficult concepts, particularly in the STEM disciplines. Emerging interface technologies are expanding the modalities with which learners can interact with these simulations, but the effects of these new interactions on conceptual understanding and student engagement have not been examined in great depth. We present here a study where middle school students learned about gravity and planetary motion in an immersive, whole-body interactive simulation, and we compared their learning and attitudes about science with students who used a desktop version of the same simulation. Results of the study indicate that enacting concepts and experiencing critical ideas in physics through whole-body activity leads to significant learning gains, higher levels of engagement, and more positive attitudes towards science. Mixed reality technologies allow for embodied interaction with science content.Whole-body interaction enhances learning of physics concepts.Compared to traditional simulations, embodied interaction leads to higher engagement.Whole-body interaction with simulations increases positive attitudes toward science.

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Enhancing learning and engagement through embodied interaction within a mixed reality simulation

Interactive and immersive digital environments offer promising avenues for embodied interaction --- learning by enacting concepts through one's body. These environments have the potential to generate intuitive forms of understanding about processes and principles in areas such as science. More needs to be known, however, about how to design systems that effectively elicit both the desired physical actions and the relevant conceptions, such that they become amenable for change. In this paper we describe the design of a full-body simulation environment where students are tasked to enact trajectories of a virtual asteroid projected onto the floor. The paper presents preliminary analyses of semi-structured interviews that allow insights into how the experience of "creating an orbit" shaped the participants' developing understanding about orbital motion, the role of gravity, and general principles about how things move in space. An initial evaluation of the effectiveness of the design and future work is discussed.

Enacting orbits: refining the design of a full-body learning simulation

This study employed mixed methods to investigate the efficacy of scaffolding self-regulated learning prompts within a whole-body educational game, Waves. This game was designed to teach middle school–aged children basic concepts of waves by moving their bodies to mimic the motions of waves, physically experiencing different velocities and wavelengths. Textual prompts intended to scaffold self-regulated learning behaviors respond to learner actions (or non-actions) within Waves. The adult facilitator reinforced the in-game prompts by speaking them aloud. This study is framed around the research questions: (1) How does a whole-body educational game effectively teach players about STEM concepts? (2) How can self-regulated learning be effectively scaffolded in a whole-body educational game? and (3) Are self-regulated learning scaffolds utilized the same way by all players? A quantitative pre-post assessment of learning and self-regulation skills was further elucidated by a case study analyzing the recorded discourse of two partners while participating in the larger study.

Waves : Scaffolding Self-regulated Learning to Teach Science in a Whole-Body Educational Game

With the move towards digital interventions for educational purposes, there has been a loss of tangible and material interfaces, the consequences of which are still being understood. Meanwhile, there is an ongoing lack of gender diversity within STEM-facing majors and careers. In response to this, we have created a physical prototype of BeadED Adventures, a system that uses a physical controller made up of jars of colorful beads to control modified Twine games that follows constructivist philosophies of learning and emphasizes player autonomy. By controlling the experience, the player creates a beaded bracelet that is personalized based on their choices within the game. In addition to the controller, we are creating an educational Twine game in which the player explores an abandoned castle, solving computational thinking puzzles to escape.

BeadED Adventures: Crafting STEM Learning

This paper describes a study comparing four educational videogames designed for second language acquisition (SLA) of Portuguese vocabulary terms: three versions (one VR and two PC versions with different perspectives) of an endless-runner called ELLE the EndLess LEarner and a control game This or That, which is a digitized flashcard system. A total of 68 university students took a pre-test assessing vocabulary knowledge, played one of the four versions for a total of 20 minutes, and took a post-test that assessed vocabulary knowledge and player experience. The study showed significant learning gains for all participants, regardless of which version of the game they played, with the highest increases coming from the group playing the control flashcard game. Possible explanations for these results are discussed, along with the results from post-test gameplay items of playability, engrossment, enjoyment, gratification, and immersion.

Emily Johnson

Papers

Enhancing learning and engagement through embodied interaction within a mixed reality simulation

Enacting orbits: refining the design of a full-body learning simulation

Waves : Scaffolding Self-regulated Learning to Teach Science in a Whole-Body Educational Game

BeadED Adventures: Crafting STEM Learning

Assessing the Impact of Game Modalities in Second Language Acquisition: ELLE the EndLess LEarner