TY  - JOUR
A1  - Hein, Rebecca M.
A1  - Latoschik, Marc Erich
A1  - Wienrich, Carolin
T1  - Inter- and transcultural learning in cocial virtual reality: a proposal for an inter- and transcultural virtual object database to be used in the implementation, reflection, and evaluation of virtual encounters
JF  - Multimodal Technologies and Interaction
N2  - Visual stimuli are frequently used to improve memory, language learning or perception, and understanding of metacognitive processes. However, in virtual reality (VR), there are few systematically and empirically derived databases. This paper proposes the first collection of virtual objects based on empirical evaluation for inter-and transcultural encounters between English- and German-speaking learners. We used explicit and implicit measurement methods to identify cultural associations and the degree of stereotypical perception for each virtual stimuli (n = 293) through two online studies, including native German and English-speaking participants. The analysis resulted in a final well-describable database of 128 objects (called InteractionSuitcase). In future applications, the objects can be used as a great interaction or conversation asset and behavioral measurement tool in social VR applications, especially in the field of foreign language education. For example, encounters can use the objects to describe their culture, or teachers can intuitively assess stereotyped attitudes of the encounters.
KW  - virtual stimuli
KW  - implicit association test
KW  - virtual reality
KW  - social VR
KW  - InteractionSuitcase
Y1  - 2022
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-278974
SN  - 2414-4088
VL  - 6
IS  - 7
ER  - 
TY  - JOUR
A1  - Hein, Rebecca M.
A1  - Wienrich, Carolin
A1  - Latoschik, Marc E.
T1  - A systematic review of foreign language learning with immersive technologies (2001-2020)
JF  - AIMS Electronics and Electrical Engineering
N2  - This study provides a systematic literature review of research (2001–2020) in the field of teaching and learning a foreign language and intercultural learning using immersive technologies. Based on 2507 sources, 54 articles were selected according to a predefined selection criteria. The review is aimed at providing information about which immersive interventions are being used for foreign language learning and teaching and where potential research gaps exist. The papers were analyzed and coded according to the following categories: (1) investigation form and education level, (2) degree of immersion, and technology used, (3) predictors, and (4) criterions. The review identified key research findings relating the use of immersive technologies for learning and teaching a foreign language and intercultural learning at cognitive, affective, and conative levels. The findings revealed research gaps in the area of teachers as a target group, and virtual reality (VR) as a fully immersive intervention form. Furthermore, the studies reviewed rarely examined behavior, and implicit measurements related to inter- and trans-cultural learning and teaching. Inter- and transcultural learning and teaching especially is an underrepresented investigation subject. Finally, concrete suggestions for future research are given. The systematic review contributes to the challenge of interdisciplinary cooperation between pedagogy, foreign language didactics, and Human-Computer Interaction to achieve innovative teaching-learning formats and a successful digital transformation.
KW  - foreign language learning and teaching
KW  - intercultural learning and teaching
KW  - immersive technologies
KW  - education
KW  - human-computer interaction
KW  - systematic literature review
Y1  - 2021
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-268811
VL  - 5
IS  - 2
ER  -