Virtual Worlds,
Год журнала:
2024,
Номер
3(3), С. 333 - 353
Опубликована: Авг. 13, 2024
In
an
increasingly
globalized
world,
the
development
of
language
skills
and
intercultural
empathy
has
become
crucial
for
effective
communication
collaboration
across
diverse
societies.
Virtual
worlds
offer
a
unique
immersive
environment
to
address
these
needs
through
innovative
educational
approaches.
This
study
explores
impact
multi-user
interactions,
group
work,
simulations
within
virtual
on
learning
intergroup
empathy.
Two
distinct
research
projects
were
conducted,
involving
241
participants
aged
19–45.
The
engaged
116
in
interactive
experiences,
while
had
125
collaborating
multicultural
groups
participating
perspective-taking
simulations.
Both
studies
employed
qualitative
data
collection
methods,
including
surveys,
interviews,
observations.
findings
suggest
that
combination
networking
strategies,
collaborative
learning,
contributes
improvements
learners’
proficiency,
confidence,
towards
social
groups.
Participants
reported
increased
motivation
engagement,
which
was
attributed
nature
environments.
These
highlight
importance
reflection
facilitating
acquisition
understanding.
Technical
challenges
identified
as
potential
barriers
implementation.
results
demonstrate
enhance
education
foster
societies,
offering
valuable
insights
educators
researchers.
However,
may
be
limited
by
specific
contexts
sample
sizes
studies,
warranting
further
explore
generalizability
long-term
world
interventions
not
exaggerate
main
conclusions.
The
rapid
advancement
of
technology
has
revolutionized
language
learning,
introducing
innovative
methods
that
depart
from
traditional
instructional
approaches.
This
study
employs
a
mixed-methods
research
design
to
examine
the
impact
chatbot-based
learning
support,
adaptive
algorithms,
and
virtual
reality
immersion
on
proficiency
self-regulated
skills
English
as
Foreign
Language
(EFL)
learners.
includes
quantitative
analysis
scores
qualitative
exploration
learner
experiences
with
technological
interventions.
theoretical
implications
this
are
rooted
in
constructivist
socio-cultural
theories,
which
underpin
implementation
triangulation
data
revealed
participants'
positive
perceptions
effectiveness
support
were
supported
by
results,
variable
"chat-bot
based
support"
demonstrating
substantial
mean
difference
compared
other
groups.
convergence
findings
reinforces
influence
outcomes
highlights
importance
integrating
perspectives
empirical
evidence
gain
comprehensive
understanding
interventions
for
EFL
study's
provide
insights
into
potential
these
optimize
learners
promote
autonomous
behaviors.
Deleted Journal,
Год журнала:
2024,
Номер
11(2), С. 630 - 649
Опубликована: Май 15, 2024
As
digital
technologies
continue
to
permeate
all
aspects
of
contemporary
society,
the
educational
domain,
particularly
foreign
language
teaching,
has
also
significantly
transformed.
During
1990s,
introduction
information
and
communication
(ICT)
into
teaching
was
initially
met
with
enthusiasm
among
educators.
However,
what
originally
started
as
integrating
multimedia
resources
learning
environment
soon
escalated
a
comprehensive
transformation,
which
included
innovations
such
online
platforms
adaptive
systems
that
became
part
curricula.
This
evolution
led
fundamental
changes
in
pedagogical
approaches,
teacher-student
communication,
overall
setting
within
classrooms.
evolved
diversified,
so
did
attitudes
teachers,
whose
initial
enthusiastic
welcome
transformed
growing
doubt.
research
aimed
investigate
how
domain
instruction
are
utilized
explore
prevailing
regarding
their
implementation.
The
study
spanned
two
decades:
periods
from
1990
2000
2013
2023.
Semantic
literature
analysis
300
scientific
publications
used
determine
educators’
reactions
toward
application
ICT,
were
categorized
positive,
negative,
mixed,
research-oriented
attitudes.
Additionally,
survey
88
teachers
conducted
collect
empirical
data.
A
clear
trend
is
observed
educators
perceive
apply
authors
concluded
these
tools
remain
popular
despite
increasing
skepticism
caution
ICT
efficacy.
Virtual Worlds,
Год журнала:
2024,
Номер
3(3), С. 333 - 353
Опубликована: Авг. 13, 2024
In
an
increasingly
globalized
world,
the
development
of
language
skills
and
intercultural
empathy
has
become
crucial
for
effective
communication
collaboration
across
diverse
societies.
Virtual
worlds
offer
a
unique
immersive
environment
to
address
these
needs
through
innovative
educational
approaches.
This
study
explores
impact
multi-user
interactions,
group
work,
simulations
within
virtual
on
learning
intergroup
empathy.
Two
distinct
research
projects
were
conducted,
involving
241
participants
aged
19–45.
The
engaged
116
in
interactive
experiences,
while
had
125
collaborating
multicultural
groups
participating
perspective-taking
simulations.
Both
studies
employed
qualitative
data
collection
methods,
including
surveys,
interviews,
observations.
findings
suggest
that
combination
networking
strategies,
collaborative
learning,
contributes
improvements
learners’
proficiency,
confidence,
towards
social
groups.
Participants
reported
increased
motivation
engagement,
which
was
attributed
nature
environments.
These
highlight
importance
reflection
facilitating
acquisition
understanding.
Technical
challenges
identified
as
potential
barriers
implementation.
results
demonstrate
enhance
education
foster
societies,
offering
valuable
insights
educators
researchers.
However,
may
be
limited
by
specific
contexts
sample
sizes
studies,
warranting
further
explore
generalizability
long-term
world
interventions
not
exaggerate
main
conclusions.
