EYE-SEE-TEA’10

Multimedia authoring tools 3;

Virtual environments and Immersion tools

Introduction
A virtual world is an
a n im a t e d three-
dimensional world cre-
ated with computer
graphics imagining
(CGI) and other ren-
Inside this issue:
dering software. One
Introduction 1 of the hallmarks of a
List of virtual worlds 1 virtual world is that a
Virtual World in ESL 2 user can interact
Implementing virtual world 3
within the environ-
ment by virtue of an
Advantages & Disadvantages 3
avatar, or a comput-
Conclusion 4 erized character that
References 4 represents the user.
The avatar manipu-
lates and interacts
with objects in the vir-
tual world by mouse
movements and key- worlds to carry out
strokes issued by the business or leisure ac-
user. In simple terms, tivities. Communica-
the avatar is a remote tion is usually textual,
controlled character or with real-time voice
proxy. Some, but not communication using
all, virtual worlds al- VOIP also possible.
low for multiple users.
Massively multiplayer
online games com-
monly depict a world
very similar to the real
world, with real world
rules and real-time
actions, and commu-
nication. Players cre-
ate a character to
travel between build-
ings, towns, and even

Lists of virtual worlds available:

Best for Kids Best for Teens Muse
Disney's Toontown Coke Studios Second Life
Mokitown Dubit Best for Newbies
Virtual Magic Kingdom Habbo Hotel Coke Studios
Whyville The Manor Dubit
The Palace Habbo Hotel
Playdo Playdo
Second Life for Teens The Sims Online
The Sims Online Whyville
Sora City Yohoho! Puzzle Pirates
Best for Techies
Active Worlds
Cybertown

Virtual Worlds in ESL Classroom
A new approach to learning em-
braces the concepts and models
of learning from experience, by
immersing learners in interactive
3D computer generated virtual
reality environments have been
employed to enhance the effec-
tiveness of learning. This new
learning system is based upon
experiential learning emphasiz-
ing the special needs of learners
and provides activities that have
the potential to involve the
whole person in the education
process. It differs from the tradi-
tional approach; rather than uses
a teacher or instructor to guide
the learning process, it uses a
facilitator.
The learning system underlying
interactive virtual worlds creates
experiences that contribute to
increase learners’ proficiency by
creating an environment that is
closely and related to real world.
This system of learning ad-
dresses repetition and reinforce-
ment that assists the learner in
mastering complex tasks by sim-
plifying the concept or procedure
to its essential components. It
M ult im e d ia
also employs what many people
realize that in almost all instances
where proficiency is required,
ESL Classroom
that improved performance
requires practice and re- Constructivist
hearsal along with sequen-
tial learning tasks that en-
courage and enable the
learner to engage in suffi- Experiential
cient repetition to achieve the learning
desired level of mastery (Knox,
1980, p.396). Learning theories
tells us that experiential learning
takes place when participants are A language teacher can use
engaged in tasks that require action virtual worlds for realistic
and reflection on action, and that communicative situations like
students are able to achieve high job interviews and ordering
levels of learning by being actively food from restaurants. Stu-
involved in the tasks assigned. dents will interact with class-
mates or animated characters
Many educators and researchers
that help seeing and acting in
(Bricken, 1991, Cromby, Standen,
the virtual world. For exam-
& Brown, 1995.) support the view
ple, in the interview situation,
that virtual reality will afford op-
an interviewee (a language
portunities to experience environ-
learner) will shake hand with
ments which, for reasons of time,
an employee (a 3D animated
distance, scale, and safety, would
character) in a meeting room
not otherwise be available to many
and the employee will start
young children, especially those
with an interview or with
with disabilities (Cromby et al.,
chitchat in the target lan-
1995). This technology will be
guage. If the students make
used to explore, create, play and
any mistake, they can review
learn in virtual environments such
the scene and try again.
as crossing roads, talking with
strangers, or emergencies. With
this technology, young children
can visit places that would other-
wise be impossible, impractical or
too dangerous.
 Eye-see-tea’10

Implementing Virtual Worlds in ESL Classroom

An example of a virtual world that
can be used in an ESL classroom is
Second Life where an interactive
activity can be carried out which
allows students to work together in
the virtual space. This is how the
activity can be carried out:
• Students work in small groups
(or pairs) to practice key points
based on the notes given to them
beforehand focusing on the topics
they are learning.
• Exercise warm ups like gap
fills, multiple choice or other writ-
ten (quick) assignments can be per-
formed by groups and pasted into a
'group' note which can be passed to
teacher for assessment purposes.
• Use chat for inductive teaching of
“chunks” or grammar. They may later
teleport to other places where they will be
able to apply what they have learnt. The
pairs will be invited to share their experi-
ence with the class.

Advantages and Disadvantages of Using Virtual Worlds in ESL

Advantages
• Helpful in overcoming obstacles of
traditional language classrooms that
highly rely on textbook and local re-
sources in a limited time.
• Safe for learners to explore places that
may be dangerous for them in real life.
• Supports communication, coordina-
tion of actions, and collaboration in
learning activities between many dif-
ferent people at the same time.
Disadvantages
• Requires excellent internet connection.
• Supervision from the teacher alone is
limited; learners may do other things
which may lead to negative implica-
tions through misuse and abuse.
• Might cause social isolation due to too
much time spent in virtual reality.
 E Y E — S E E — T E A ’ 1 0

Conclusion
The integration of technology in education particularly through the creation of virtual worlds
has brought lots of benefit to all involved parties. However, it also has its own drawbacks. Be it
teachers, students as well as parents, the decision for embracing the virtual world as part of the
successful learning experience is nonetheless will shape the future of our education.

References
Beare, K. (2010). About.com. Retrieved January 26, 2010, from ESL in Second Life - Learning English in Secong Life:
http://esl.about.com/od/esleflteachingtechnique/a/l-slife.htm

Jung, H.-J. (2002, October). The Internet TESL Journal . Retrieved January 26, 2010, from Virtual Reality for ESL Stu-
dents: http://iteslj.org/Articles/Jung-VR.html

Virtual Worlds Review. (2006, February 20). Retrieved January 26, 2010, from Virtual Worlds List by Category: http://
www.virtualworldsreview.com/info/categories.shtml

(Jung, 2002)Knox, A. (1980). Proficiency theory of adult education. Contemporary Educational Psychology.5 (4), 378-
404..