Pilot: Finding evidence for the efficacy of embodied cognition in a immersive virtual language-learning environment

This experiment generated two draft papers. Presentation

Summary of qualititive finding.

Paper 1: Evidence for embodied cognition: quantifying the impact of gesture on second language acquisition in an immersive virtual environment

This paper provides evidence that leveraging gesture and spoken interaction in an immersive virtual environment aids language memorisation compared with spoken-only interaction. It finds that this benefit does not correlate with player experience ratings, suggesting that the novelty of gesture-induced motivation is not the cause of the learning enhancements. It also finds no significant cognitive load difference between the two interaction types.

Link.

Paper 2: Embodied controls and presence for learning: two unrelated learning phenomina?

  • Extra input modality did not impact presence. People felt present whether they were speaking with the system, or speaking and gesturing.
  • Reported level of presence has a correlation with learning outcome
  • Player experience (including motivation) did not impact presence. People felt present whether they enjoyed the game or not
  • Usability did not impact presence. People felt present whether they considered it usable or not
  • Cognitive load did not impact presence. People felt present whether they had to think to memorise or not
  • However, did see other learning difference outcomes between the systems. Therefore important when doing studies in this area to equalise /presence/ experience across comparative systems, or ensure comparative systems don't have their own reasons for creating learning differences.
  • Limitations: limited presence questionnaire

Paper 3: How much immersion is too much? Qualitative analysis from an immersive virtual language learning environment

  • TBD