Abstract
This chapter examines which capabilities of interactive TV can be used to enhance the foreign languages learning experience in children and adolescents. In modern English language courses, interactive whiteboard software and interactive e-books provide several multimedia capabilities, whose relative transition in their iTV version can be of great benefit for students. The possible changes that the educational process may undergo due to the use of interactive TV in the light of the blended learning model, as well as the expected benefits of this transition are discussed in this chapter. It also examines how beneficial the use of iTV functions as a support process in the traditional classroom model would be and if it is feasible to use it autonomously entirely for the learning process, considering the specificities of the age group under consideration.
TopIntroduction
Modern English language courses, especially those aimed at children and teenagers, provide comprehensive educational material packages that cover the whole range of education both in-class and outside the classroom. In addition to modern illustrated books, education has been enriched with online and offline multimedia material, which can be used in-class and outside the classroom to facilitate students in the assimilation of learning objectives, following the blended learning model. More specifically, modern foreign languages learning is assisted by: (i) interactive whiteboard software, which is the interactive multimedia version of the traditional book and can be used within the classroom using projection on the whiteboard, (ii) interactive e-book, which is the interactive multimedia version of the traditional book and can be used outside the classroom for offline home study, (iii) online platforms for non-classroom activities (e.g. Moodle), (iv) mobile apps, etc.
Interactive Television (iTV) comprises a technology that dates back το 1990s as a concept. iTV is a form of media convergence, adding data services to traditional television technology. The core idea around iTV is the interactivity capabilities between the user and the TV set that it offers (e.g. change the camera angle during a sports event, vote for the show’s winner during a live broadcast, comment or ask a question during a talk show, etc.). Although the concept of interactive television provides many tempting features for various areas, it has been slow to develop over time, as there is a key factor to be met: fast internet connectivity. But this factor has nowadays been resolved. It is a fact that new smart TVs are catching the market as the next step in home TV sets. A key feature of smart TV is the Internet connection and the use of Internet Protocol Television (IPTV). These TVs offer applications, media streaming, web surfing, online gaming, Video on Demand (VOD), and more.
The use of the new capabilities, coupled with the evolution of forms of interaction with a TV set, can undoubtedly provide a new potential in education, which requires the use of advanced neurocognitive multimedia methodologies. iTV has a great deal of potential for facilitating interactive, collaborative, constructivist, situated, and authentic learning.
This chapter examines which capabilities of interactive TV can be used to enhance the Foreign Languages Learning (FLL) experience in children and adolescents. The capabilities of interactive whiteboard software (currently used for teaching in the classroom) and the interactive e-book (that pupils use outside the classroom) will be described. Then, the relative transition of all multimedia capabilities provided by the aforementioned tools of modern English language courses in their iTV version will be analyzed. The possible changes that the educational process may undergo due to the use of interactive TV in the light of the blended learning model, as well as the expected benefits of this transition will be discussed. Finally, it will be discussed how beneficial the use of iTV functions as a support process in the traditional classroom model would be and if it is feasible to use it autonomously entirely for the learning process, taking into account the specificities of the age group under consideration.
TopBackground
The education sector uses computer technology in countless ways. Courses are designed around course management software so that students can communicate outside the classroom, respond to online tests, and easily find their course material. Material is transformed into digital resources, often in interactive form, to increase the degree of interest and ease of assimilation by students. There are simulations and software programs, which are proven to be extremely useful learning tools. Virtual spaces can be used to enhance the learning experience and motivate students (Figure 1). Moreover, virtual museums and the use of 3D serious games for learning can be extended to valuable fields, e.g. cultural heritage (Figure 2). The digital classroom education can become the tool which will help teachers be more successful in their educational work, despite the increase in class sizes and tight economic policy. Moreover, numerous tools are designed to help educators create their own serious games or virtual educational materials (Ververidis, et. al., 2018).
Key Terms in this Chapter
E-Book: A book publication made available in digital form, consisting of text, images, or both, readable on the flat-panel display of computers or other electronic devices (e-readers, mobile devices, etc.).
Interactive TV (iTV): A form of media convergence, adding data services to traditional television technology. The term iTV is used to refer to two types of interactivity: one dealing with usage, the other with technology.
Interactive Whiteboard: The electronic equivalent of the physical whiteboard and may be software in a user's computer or a stand-alone unit.
Blended Learning: An approach to education that combines traditional place-based classroom methods with ICT technologies and educational materials (in multimedia formats) that offer opportunities for interaction online.
Serious Games: Computer games designed for a purpose beyond pure entertainment. They use the motivation levers of game design and game media to enhance the motivation of participants to engage in complex or boring tasks. Serious games are therefore used in a variety of professional situations such as education, training, and assessment.
Multimedia Software: Software that allows using a mixture of text, images, sound, video, and animation.
E-Learning: Education via the Internet, network, or standalone computer. E-learning applications and processes include Web-based learning, computer-based learning, virtual classrooms, and digital collaboration.
MOOC (Massive Open Online Course): A course of study made available over the Internet without charge to a very large number of people. MOOCs provide an affordable and flexible way to learn new skills and deliver quality educational experiences at scale. Top universities from all over the world offer MOOCs to both on-campus students and students not enrolled at the institution.
Foreign Language Learning: Developing the ability to communicate in a second/foreign language. The four skills of foreign language learning are a set of four capabilities that allow an individual to comprehend and produce spoken language for proper and effective interpersonal communication. These skills are: Listening, Speaking, Reading, and Writing. The process is usually followed by a form of assessment (written and/or oral exams).