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Embark on an Immersive Language Journey: Redefining Virtual Reality with ELT Learning!

Virtual Reality

References:

  • Berns, A., Gonzalez-Pardo, A., & Camacho, D. (2013). Game-like language learning in 3D virtual environments. Computers & Education, 60(1), 210–220.

  • Chen, Y. L. (2016). The effects of VR learning environment on student cognitive and linguistic development. The Asia-Pacific Education Researcher, 25(4), 637–646.

  • Mikropoulos, T. A. (2006). Presence: A unique characteristic in educational virtual environments. Virtual Reality, 10(3-4), 197–206.

  • Pantelidis, V. (1993). Virtual reality in the classroom. Educational Technology, 33, 23-27.

  • Peterson, M. (2012). EFL learner collaborative interaction in Second Life. ReCALL, 24(1), 20–39.

  • Shih, Y. C. (2015). A virtual walk through London: Culture learning through a cultural immersion experience. Computer Assisted Language Learning, 28(5), 407–428.

  • Wang, C.  P., Lan, Y. J., Tseng, W. T., Lin, Y. T. R., & Gupta, K. C. L. (2020). On the effects of 3D virtual worlds in language learning–a meta-analysis. Computer Assisted Language Learning, 33(8), 891–915.

  • Wang, C. P., Lan, Y. J., Tseng, W. T., Lin, Y. T. R., & Gupta, K. C. L. (2019). On the effects of 3D virtual worlds in language learning–A meta-analysis. Computer Assisted Language Learning.

  • Wang, Y. F., Petrina, S., & Feng, F. (2017). VILLAGE–Virtual immersive language learning and gaming environment: Immersion and presence. British Journal of Educational Technology, 48(2), 431–420.

  • Lin, T.  J., & Lan, Y. J. (2015). Language learning in virtual reality environments: Past, present, and future. Educational Technology & Society, 18(4), 486–497.

  • Lan, Y. J. (2016). The essential components of game design in 3D virtual worlds: From a language learning perspective. Learning, Design, and Technology, 1, 1–18.

  • Lan, Y. J., Lyu, B. N., & Chin, C. K. (2019). Does 3D immersive experience enhance Mandarin writing by CSL students? Language Learning and Technology, 23(2), 125–144.

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