1 / 25

Learner participation and motivation in virtual reality

Learner participation and motivation in virtual reality. Luisa Panichi CLI-University of Pisa, Italy Department of Modern Languages, University of Hull, UK. Overview. Virtual worlds The Avalon project Discussion of motivation Literature in the field/theoretical perspective

misu
Télécharger la présentation

Learner participation and motivation in virtual reality

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Learner participation and motivation in virtual reality Luisa Panichi CLI-University of Pisa, Italy Department of Modern Languages, University of Hull, UK L. Panichi - CALL 2010 Universiteit Antwerpen

  2. Overview • Virtual worlds • The Avalon project • Discussion of motivation • Literature in the field/theoretical perspective • Research in the field: • Questionnaires/recordings/transcripts/observations/interviews • Conclusions about motivational factors • Avalon feedback questionnaires (ongoing research) L. Panichi - CALL 2010 Universiteit Antwerpen

  3. Virtual worlds MUVE’s (Multi-user virtual environments) 3 Dimensional: movement Avatar: a 3D rendering of yourself Games (role play): The Sims Gaming: WoW (World of Warcraft) Socialising and entertainment: Active Worlds, Second Life Highly immersive and participatory/hot culture L. Panichi - CALL 2010 Universiteit Antwerpen

  4. The AVALON project Access to Virtual and Action Learning Live Online A two year multilateral and transversal project funded under KA3 (ICT) of the LLP of the EACEA ending in December 2010. Partnership: 26 European partners 10 state funded universities 16 other public and private organisations L. Panichi - CALL 2010 Universiteit Antwerpen

  5. Experiment with and explore virtual worlds for language education Create and test activities Design and run a teacher training course Design and run Language courses Provide models and best practice guidelines Create a motivational model that rewards learner engagement L. Panichi - CALL 2010 Universiteit Antwerpen

  6. Interest for language education Virtual platform for online and distance education Complement to face-to-face learning Integration with other LMS (sloodle) Communication: synchronous, multimodal (text chat; voice chat), streaming (sound and video) Creative and representational: Building/cultural artefacts (permanent/non permanent) Performative: Avatar L. Panichi - CALL 2010 Universiteit Antwerpen

  7. Motivation in virtual worlds • Motivation to participate and engage • Why is it helpful to investigate them? • Participation and motivation in virtual worlds are a general educational concern • Participation and throughput/dropout rates • Project mandate to consider individual accessibility and community sustainability • Designing for participation includes an understanding of learner motivation L. Panichi - CALL 2010 Universiteit Antwerpen

  8. Participation and engagement in virtual worlds • What is participation and why is it important to us? • In online learning it is indicated as some form of activity (i.e. White 2003; Hratinski 2007) • Participation is a high-stake issue in online education. • The special nature of participation in virtual worlds: • Lack of visual cues and body language • Increased Importance of linguistic cues • Participation as engagement/involvement leading to further participation L. Panichi - CALL 2010 Universiteit Antwerpen

  9. Motivation and the reward model • Molka-Danielsen et al. 2010 • Discussion of motivation in language education in virtual worlds • Gaming theory • Self-determination theory • The ultimate reward for learners is access to full participation in the learning community L. Panichi - CALL 2010 Universiteit Antwerpen

  10. Panichi et al. (2008) • Small scale, qualitative and exploratory investigation under Kamimo Islands • An American/Swedish telecollaboration course • Student questionnaires about beliefs about language learning, collaboration, digital literacy and the specific environment. • Questionnaires were complemented with student interviews and teacher/researcher/course designer feedback and observations. L. Panichi - CALL 2010 Universiteit Antwerpen

  11. Learner beliefs • Learner beliefs about language learning • Learner pre-conceptions of the environment • Learner digital literacy • Learners’ expectations • Learners’ experience L. Panichi - CALL 2010 Universiteit Antwerpen

  12. Key areas potentially influencing motivation and participation • Compulsory or optional course • Previous experiences of virtual environments (degree of technology literacy) • Previous experiences of intercultural contact and a pre-existing degree of intercultural awareness • Belief that peer to peer interaction is beneficial to learning • Belief that you can learn a language from interacting with a native speaker • Degree of acceptance of SL for language education L. Panichi - CALL 2010 Universiteit Antwerpen

  13. Example of a successful exchange • Frequency of meetings • Suitable times • Buddy was more knowledgeable about SL and willing to provide information • Turn taking occurred • Alternated between course related topics and personal conversation • Activities were motivational learning opportunities for both L. Panichi - CALL 2010 Universiteit Antwerpen

  14. Indications and results from Swedish students • Students we were working with already displayed high levels of language learning awareness and intercultural awareness • Prior experience of Second Life is not necessary for the exchange to be a successful learning experience • Curiosity about SL may play an important role in motivating students L. Panichi - CALL 2010 Universiteit Antwerpen

  15. Similar feedback from the American students showed: • The educational value of SL is not immediately apparent to learners • Students who volunteered for the buddy exchange were more verbally active in the composition course • Students tend not to talk about their learning experiences from an affective perspective (beliefs) • Prior intercultural experiences (or lack there of) may contribute to less effective engagement with language learners L. Panichi - CALL 2010 Universiteit Antwerpen

  16. Additional recommendations for future exchanges • Create more formal joint tasks and specific requirements within the courses • Creating pedagogical space for talking about the affective aspects of learning • Need to make the “rules of engagement” as clear as possible (language and technical skills that are required) • Make all participants clear as what to expect and what is expected of them in the student exchanges • Increase feedback opportunities L. Panichi - CALL 2010 Universiteit Antwerpen

  17. Deutschmann et al. 2009 • Course designer for learner participation in a CMC context • Oral participation in terms of floor-space, turn length and turn-taking • We conclude that meaning-focussed task design involving authenticity and collaborative elements had a direct impact on learner participation and engagement. • Results also suggest the importance of including technical and social initiation in complex environments L. Panichi - CALL 2010 Universiteit Antwerpen

  18. Deutschmann & Panichi (2009) • Learner engagement and Language Awareness • We compare two courses in SL • We look at floor space and turntaking patters (quantity) • We carry out discourse analysis of back-channelling and elicitors (quality) • We conclude that supportive linguistic behaviour of teachers is important in increasing learner engagement • We find that students become more active in signalling involvement over time L. Panichi - CALL 2010 Universiteit Antwerpen

  19. Swertz et al. (2010)The environment • The bias of the environment and the mediatic turn (Friesen & Hug, 2009) • 3D worlds are a cold media (McLuhan, 1964)/multimodal communication • Hot culture expects involvement with other people and participation in activities • The nature of the environment has an impact on learner participation preferences L. Panichi - CALL 2010 Universiteit Antwerpen

  20. Swertz et al. (2010)The teacher perspective • Most important learning objective for teachers is to get the students involved and that the students feel comfortable in the process. • The learning process itself becomes a learning objective • Anonymity is considered an important advantage by teachers • Task design: Careful task design is very important in virtual learning environments L. Panichi - CALL 2010 Universiteit Antwerpen

  21. Swertz et al. (2010)The learner perspective • Anonymity is not preferred and not considered helpful in language learning by students. • Individualisation is important • Task design: Assumption that careful task design is very important in virtual learning environments is confirmed by students • Group and peer work vs teacher-led activities: • Group sessions vs teacher-led sessions are preferred by learners but • Teacher-led sessions are also helpful depending on the type of task at hand L. Panichi - CALL 2010 Universiteit Antwerpen

  22. Swertz et al. 2010Technical initiation • Most students experience technical problems at the beginning of the course (i.e. sound) • Most students feel comfortable by the end of the second lesson • Technical initiation for newbies contributes to learner comfort in the environment and to the speed at which this is achieved L. Panichi - CALL 2010 Universiteit Antwerpen

  23. Conclusions about motivational variables in virtual worlds • The nature of the environment • Appropriate technical initiation • Strong sense of identity/need for self-determination/autonomy • Strong group ties/community/Peer and group work/relatedness • Clear framework (expectations, roles, tasks) • Meaningful course design (individualisation and authenticity) • Teacher as facilitator and model for interaction • Feedback and discussion opportunities (course ownership) L. Panichi - CALL 2010 Universiteit Antwerpen

  24. Avalon course feedback questionnaires 2010 • Questionnaires are part of the Avalon course design to maximise participation • http://avalonlearning.pbworks.com/Feedback-Questionnaires • Examine changes in learner beliefs before and after the learning experience • Determine what factors bring about change in beliefs • Implement changes to our course design • Results are pending L. Panichi - CALL 2010 Universiteit Antwerpen

  25. Final considerations about participation • Participation, engagement and motivation can be promoted by appropriate course design • Participation is both an indicator of motivation and a catalyst for motivation • Participation is a learning skill which can be developed over time L. Panichi - CALL 2010 Universiteit Antwerpen

More Related