Foreign Language Teaching Practices in 3D Multi-User Virtual Immersive Learning Environments

Foreign Language Teaching Practices in 3D Multi-User Virtual Immersive Learning Environments

Muhammet Demirbilek, Vaida Kazlauskaite Siauciune
ISBN13: 9781522524267|ISBN10: 1522524266|EISBN13: 9781522524274
DOI: 10.4018/978-1-5225-2426-7.ch007
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MLA

Demirbilek, Muhammet, and Vaida Kazlauskaite Siauciune. "Foreign Language Teaching Practices in 3D Multi-User Virtual Immersive Learning Environments." Handbook of Research on Collaborative Teaching Practice in Virtual Learning Environments, edited by Gianni Panconesi and Maria Guida, IGI Global, 2017, pp. 129-145. https://doi.org/10.4018/978-1-5225-2426-7.ch007

APA

Demirbilek, M. & Siauciune, V. K. (2017). Foreign Language Teaching Practices in 3D Multi-User Virtual Immersive Learning Environments. In G. Panconesi & M. Guida (Eds.), Handbook of Research on Collaborative Teaching Practice in Virtual Learning Environments (pp. 129-145). IGI Global. https://doi.org/10.4018/978-1-5225-2426-7.ch007

Chicago

Demirbilek, Muhammet, and Vaida Kazlauskaite Siauciune. "Foreign Language Teaching Practices in 3D Multi-User Virtual Immersive Learning Environments." In Handbook of Research on Collaborative Teaching Practice in Virtual Learning Environments, edited by Gianni Panconesi and Maria Guida, 129-145. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-2426-7.ch007

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Abstract

3D multi-user virtual environments (MUVE) bring new opportunities to foreign language teaching and learning as a platform for teaching practices. Due to immersive and interactive nature of 3D MUVE, these tools have gained popularity in the field of foreign language learning and teaching. The power of virtual learning environments lies in creating immersive 3-D spaces that give users a sense of learning by doing. Moreover, the environment is interactive and is much the same as real world interaction. MUVE provides strong support for synchronous collaborations, interactions, and immersive environments for experiential and constructivist learning settings. Some key features of the virtual worlds comprise the ability to construct 3D environments that simulate real world situations, as well as the ability to have a virtual identity to create a cross-cultural self and the ability to have participants from around the world acting virtually in designated roles that convey new types of learning within this environment.

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