How do aspects of non-dialogue immersion affect second language acquisition?

Summary

Outlines the justification, purpose, design, and outcome of an experiment created to understand how widely-used VR paradigms affect learning, and learning a second language.

Abstract

The use of immersive interfaces, including head-mounted displays, embodied controls and spoken interaction, has been shown to successfully enable language acquisition in 3D virtual environments. Researchers and commercial applications continue to add different immersive elements to their systems with the assumption that greater immersion leads to better learning outcomes.

This link has not been evidenced, however, and the bespoke nature of individual language learning systems and the parameters of their language examinations makes it difficult to compare results between types of immersive systems. Therefore this research looks to create a controlled environment that will allow us to test whether immersion differences lead to different learning outcomes for participants.

Background

See draft paper.

Experiment Design

See details of Inaction, Interaction, Embodied Interaction: comparative language acquisition study across HMD and monitor virtual environments.

A comparative study that investigates whether the type of interface have an effect on users' processes of learning words in a second language in a 3D environment.

It explores two types of computer interaction technology: desktop (mouse, keyboard, monitor) and immersive (IVE: head-mounted immersive virtual environments w/ embodied interaction), across two types of words: nouns and verb.

Experiment Outcome

[To be announced].