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Thinking Head MulSeMedia: A Storytelling Environment for Embodied Language Learning

Thinking Head MulSeMedia: A Storytelling Environment for Embodied Language Learning

Tom A. F. Anderson, Zhi-Hong Chen, Yean-Fu Wen, Marissa Milne, Adham Atyabi, Kenneth Treharne, Takeshi Matsumoto, Xi-Bin Jia, Martin Luerssen, Trent Lewis, Richard Leibbrandt, David M. W. Powers
Copyright: © 2012 |Pages: 22
ISBN13: 9781609608217|ISBN10: 1609608216|EISBN13: 9781609608224
DOI: 10.4018/978-1-60960-821-7.ch009
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MLA

Anderson, Tom A. F., et al. "Thinking Head MulSeMedia: A Storytelling Environment for Embodied Language Learning." Multiple Sensorial Media Advances and Applications: New Developments in MulSeMedia, edited by George Ghinea, et al., IGI Global, 2012, pp. 182-203. https://doi.org/10.4018/978-1-60960-821-7.ch009

APA

Anderson, T. A., Chen, Z., Wen, Y., Milne, M., Atyabi, A., Treharne, K., Matsumoto, T., Jia, X., Luerssen, M., Lewis, T., Leibbrandt, R., & Powers, D. M. (2012). Thinking Head MulSeMedia: A Storytelling Environment for Embodied Language Learning. In G. Ghinea, F. Andres, & S. Gulliver (Eds.), Multiple Sensorial Media Advances and Applications: New Developments in MulSeMedia (pp. 182-203). IGI Global. https://doi.org/10.4018/978-1-60960-821-7.ch009

Chicago

Anderson, Tom A. F., et al. "Thinking Head MulSeMedia: A Storytelling Environment for Embodied Language Learning." In Multiple Sensorial Media Advances and Applications: New Developments in MulSeMedia, edited by George Ghinea, Frederic Andres, and Stephen R. Gulliver, 182-203. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-60960-821-7.ch009

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Abstract

The hybrid world provides a framework for the creation of lessons that teach and test knowledge in the second language. In one of our example grammar and vocabulary lessons, the Thinking Head instructs the student to move a tiger to a lake—a student moving the toy tiger in the real world effectively moves a virtual tiger in the virtual arena. This type of interaction is beneficial for computer-based language learning especially because we are able to see a student has successfully understood the directions if the tiger is moved to the vicinity of the virtual lake. Physical movement helps the learner to internalise the novel relationships in the second language. We also provide for additional forms of communication, including dialogue with an embodied conversational agent and writing stories using markers on a whiteboard. In summary, our system provides a natural interface with which to communicate with the hybrid-reality learning environment.

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