Using Virtual Worlds to Improve Student Proficiency in World Language Laura Jacob

Introduction Instructional Technology Coach of McGuffey School District, PA, USA EdD Instructional Technology student of Duquesne University, Pittsburgh, PA, USA Research and practical experience @laurajacob Laura Jacob jacobl@mcguffey.k12.pa.us laurajacob22

Questions for participants What level do you educate? A. Pre-K B. Public K-12 C. Private K-12 D. Higher Ed E. Retired

2. Are you a world language educator? A. Yes B. No

3. What information do you expect from this session? Background information Current Research Current Usage Ideas for implementation All of the above None

4. Do you have experience with virtual worlds privately or in an educational setting? Yes No

5. What are you most familiar with: Second Life Open Sim Reaction Grid Activ Worlds Adobe Atmosphere

6. What mode of teaching do you (or your colleagues) spend the most time with: Face to face Blended Distance

Session Objectives Introduction on 3-D virtual worlds Current research Virtual worlds + world languages Small group simulation/ discussion Lesson plan development/ connections Discussion Questions

Introduction

What does the current research state? 69% conducted at University setting 19% Secondary schools 12% Primary schools Of the past virtual world research, 12.5% has addressed virtual worlds and education

What does the current research state? Overall research indicates student enjoyment of virtual worlds (Hew, K. & Cheung, W. 2010). Overall research states that virtual worlds could help students learn (Hew, K. & Cheung, W. 2010). Dickey, 2005: The combination of the text chat tool, unique names and avatars provided a sense of anonymity. Bailey & Moar, 2001: Avatars appear to be a very successful means to facilitate interaction among primary school children.

What does the current research state? Majority of studies were based on descriptive research. Lacked detailed qualitative research design Many of the studies did not utilize a control group. More than half (53%) were limited in duration of one semester-one year. (novelty effect)

Virtual Worlds and the World Language Classroom: What are the possibilities?

VW+WL= VW2L Environment Possibilities Safe Environment Immersive Promote higher-order thinking Avatar as positive barrier Time

5 Group Simulation and Discussion

Implementation of VW2L: Avatars and the Senses Face-to-Face Virtual World Wimba or Asynchronous Sight Sound Taste Touch Smell Intuition Temperature Pain Vestibular Kinesthetic

Implementation of VW2L:

Implementation of VW2L: S: Support others in the world when they need it T: Take care with your talk and use appropriate words A: Always ensure that you never reveal your personal details R: Respect others and their property and always be kind and considerate MacIT.(2010). Virtual Worlds Project. Slideshare.net/movashare/macict-virtual-worlds-project-20100424-3842393.

Implementation of VW2L: Rubrics Building Objects Conversation Written Activities Reflections

Practical Applications: General Immersive environment Famous monuments Cultural art tours Spatial awareness Cultural Rooms Cinema Folklore and proverbs Currency Using public transportation Holiday celebrations

Practical Applications: French Le Petit Prince Ordering at a Café Ordering a plane ticket Tour of Paris

Practical Applications: Spanish Ordering at a restaurant Tour of Latin America Shopping in a market Mesoamerican Ballgame

Practical Applications: German Faust Oktoberfest Celebration Hofbräuhaus Karneval Skiing in the Alps German Rail- ICE

Practical Applications: English Driving in the United States US Government System US History

Considerations Technology-enhanced curriculum Expense Time Computer requirements Prebuilt locales vs. building

What language do you (or your colleagues) teach: French Spanish German English Mandarin Other

Lesson Plan Development and Connections Create a workable lesson plan and find someone to connect with Share ideas in large group

1. From my perspective, the possible benefits are worth trying virtual worlds with world language students. Yes No

2. I have made connections with another person today. Yes No

3. I intend to try virtual worlds with world language students for the 2010-2011 school year. Yes No

Visit booth 1626 for more information Questions and Thank You! Visit booth 1626 for more information

References Bailey, F. & Moar, M. (2001). The Vertex Project: children creating and populating 3D virtual worlds. International Journal of Art and Design Education, 20, 1, 19-30. Barriers to student learning in second life.(2009). Library Technology Reports, 45(2), 29. Brenda Eschenbrenner, Fiona Fui-Hoon Nah, Keng Siau. (2008). 3-D Virtual Worlds in Education: Applications, Benefits, Issues, and Opportunities. Journal of Database Management, 19(4), 91-110. Retrieved May 15, 2009, from ABI/INFORM Global database. Dede, Chris (1995). The Evolution of Constructivist Learning Environments: Immersion in Distributed, Virtual Worlds. Educational Technology, Saddle Brook, NJ, 1-12. Dickey, M. D. (2005). Three-dimensional virtual worlds and distance learning: two case studies of Active Worlds as a medium for distance learning. British Journal of Educational Technology, 36, 3, 439-451. Hew, K. & Cheung, W. (2010). Use of three-dimensional (3-D) immersive virtual worlds in K-12 and higher education settings: A review of the research. British Journal of Educational Technology, 41, 1, 33-55. Junglas, Iris A., Johnson, Norman A., Steel, Douglas J., Abraham, D. Chon, Loughlin, Paul Mac (2007). Identity Formation, Learning Styles and Trust in Virtual Worlds. ACM SIGMIS Database, 38(4), 90-96. Koenraad, T. (2008). How can 3D virtual worlds contribute to language education? Focus on the Language Village format. Van Een Virtuele Variant Van Het Taaldorp (ViTAAL), 2008, 1-3. MacIT.(2010). Virtual Worlds Project. Slideshare.net/movashare/macict-virtual-worlds-project-20100424- 3842393. Robinson, Ken. (2009). The Element, Penguin Group, New York. Salaberry, M. (2001). The use of technology for second language learning and teaching: A retrospective. The Modern Language Journal, 85, 39-56. Siau, K., Fui-Hoon, F., & Eschenbrenner, B. (2008). 3-D virtual worlds in education: Applications, benefits, issues, and opportunities. Journal of Database Management, 19(4), 91. Twining, P. (2009). Exploring the educational potential of virtual worlds--some reflections from the SPP. British Journal of Educational Technology, 40(3), 496.