A systematic review of foreign language learning with immersive technologies (2001-2020)
Zitieren Sie bitte immer diese URN: urn:nbn:de:bvb:20-opus-268811
- 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)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.…
Autor(en): | Rebecca M. Hein, Carolin Wienrich, Marc E. Latoschik |
---|---|
URN: | urn:nbn:de:bvb:20-opus-268811 |
Dokumentart: | Artikel / Aufsatz in einer Zeitschrift |
Institute der Universität: | Fakultät für Mathematik und Informatik / Institut für Informatik |
Fakultät für Humanwissenschaften (Philos., Psycho., Erziehungs- u. Gesell.-Wissensch.) / Institut Mensch - Computer - Medien | |
Sprache der Veröffentlichung: | Englisch |
Titel des übergeordneten Werkes / der Zeitschrift (Englisch): | AIMS Electronics and Electrical Engineering |
Erscheinungsjahr: | 2021 |
Band / Jahrgang: | 5 |
Heft / Ausgabe: | 2 |
Seitenangabe: | 117-145 |
Originalveröffentlichung / Quelle: | AIMS Electronics and Electrical Engineering (2021) 5:2, 117-145. doi: 10.3934/electreng.2021007 |
DOI: | https://doi.org/10.3934/electreng.2021007 |
Allgemeine fachliche Zuordnung (DDC-Klassifikation): | 0 Informatik, Informationswissenschaft, allgemeine Werke / 00 Informatik, Wissen, Systeme / 004 Datenverarbeitung; Informatik |
3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung | |
4 Sprache / 40 Sprache / 400 Sprache | |
Freie Schlagwort(e): | education; foreign language learning and teaching; human-computer interaction; immersive technologies; intercultural learning and teaching; systematic literature review |
Datum der Freischaltung: | 22.04.2022 |
Lizenz (Deutsch): | CC BY: Creative-Commons-Lizenz: Namensnennung 4.0 International |