L2 learner experiences in a playful constructivist metaverse space

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Dades bibliogràfiques
Publicat a:	ReCALL : the Journal of EUROCALL vol. 37, no. 1 (Jan 2025), p. 129
Autor principal:	Lee, Sangmin-Michelle
Altres autors:	Tae youn Ahn
Publicat:	Cambridge University Press
Matèries:	Principles Constructivism Active learning Participation Teachers Motivation Middle schools Collaborative learning Korean language Language Cooperative learning School environment Virtual communities English as a second language Students Classrooms Learning Social interaction Middle school students Design English as a second language instruction Computer assisted language learning English as a second language learning Collaboration Language instruction Language usage Language acquisition Student-centered learning Teaching Islands Social constructionism Linguistic Input Literature Reviews Discovery Learning Learning Motivation Memory Interpersonal Relationship Educational Objectives Student Motivation Educational Environment Learner Engagement English Constructivism (Learning) Educational Quality Influence of Technology Learning Strategies Learning Theories Educational Technology English (Second Language) Second Language Learning Language Attitudes English Learners
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Descripció
Resum:	This study creates a virtual space for language learning using a user-customizable metaverse platform and explores its potential for EFL learning. To this end, a virtual learning space, grounded in constructivist learning principles – contextualized learning, active learning, and collaborative learning – was created on a 2D metaverse platform. The metaverse was designed as a simulated deserted island for enjoyable and playful learning, allowing the students to actively explore, discover, and interact as they look for clues to escape the island. For educational application, 29 Korean middle school students participated in a two-hour activity. Data included screen recordings of student activities, student surveys, and interviews with the students and teachers. The findings showed that, as an EFL learning space of playful constructivism, the metaverse had great potential to embed contextualized learning and served as a medium for active learning that positively affected student interest and motivation. The results confirmed that the team-based approach combined with a game-like metaverse fostered student collaboration. Overall, the study showcased how language instructors can make use of a customizable metaverse for L2 learning and how a virtual space may serve as an arena for learner-centered instruction.
ISSN:	0958-3440 1474-0109
DOI:	10.1017/S0958344024000235
Font:	Psychology Collection