Framework for A Foreign Language Teaching Software for Children Utilizing AR, Voicebots and ChatGPT (Large Language Models)

Abstract

The cognitive capabilities of children develop during the early years of their life. Research shows that learning a foreign language helps develop cognitive skills. Moreover, learning a foreign language has become essential and an increasing number of parents would like their kids to start learning a foreign language at an early age. However, engaging little kids with learning activities is challenging. In this study, we propose a framework for developing a language learning software tool utilizing Augmented Reality (AR), Voicebots, and ChatGPT (an AI utilizing the Large Language Model) technologies to provide a unique product for small kids to teach a foreign language. With AR and Voicebots, the product will grab attention, motivate and provide an entertaining learning environment. The capabilities of ChatGPT will be utilized to efficiently prepare the content for the software tool. We utilize the capabilities of ChatGPT to generate interactive dialogs that will be hosted at Google DialogFlow. We believe the framework and the design principles we propose in this study can be a blueprint for developing highly effective foreign language teaching software.

Keywords

• AR
• ChatGPT
• Voicebot
• AI
• Large Language Model
• Foreign Language Teaching

References

1. [1] Topsakal, Elif & Topsakal, Oguzhan. (2019). "Augmented Reality to Engage Preschool Children in Foreign Language Learning, Augmented Reality", Virtual Reality, and Computer Graphics, 286-294.
2. [2] Kol, S. (2013). Erken Çocuklukta Bilişsel Gelişim ve Dil Gelişimi. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 21 (21).
3. [3] Aydın, T . (2014). Dil Öğretimi ve Oyun - Çoklu Zekâ Teorisi Işığında. Dinbilimleri Akademik Araştırma Dergisi, 14 (1), 71-83.
4. [4] Memiş, Muhammet. (2013). Yabancı Dil Öğretiminde Kullanılan Yöntemler, Kullanım Özellikleri ve Eleştiriler. Turkish Studies. 8. 297- 318
5. [5] Krashen, S. (1981) Second Language Acquisition and Second Language Learning. Pergamon Press, New York.
6. [6] V altolina, S., Barricelli, B.R., Gaetano, S.D., & Diliberto, P . (2018). Chatbots and Conversational Interfaces: Three Domains of Use. CoPDA@AVI.
7. [7] Stott, A., & Neustaedter, C. (2013). Analysis of gamification in education. Surrey, BC, Canada, 8, 36.
8. [8] Plass, J. L. (1998). Design and evaluation of the user interface of foreign language multimedia software: A cognitive approach. Language Learning & Technology, 2(1), 40–53. http://dx.doi.org/10125/25031

9. [9] Werbach, Kevin, and Dan Hunter. (2015) The gamification toolkit: dynamics, mechanics, and components for the win. University of Pennsylvania Press.
10. [10] Çağlar Özhan, Şeyma & Arkün Kocadere, Selay. (2015). Çevrimiçi öğrenme ortamlarında oyunlaştırma. Eğitim Bilimleri ve Uygulama. 14. 83-102
11. [11] Dicheva, Darina & Dichev, Christo & Agre, Gennady & Angelova, Galia. (2015). Gamification in Education: A Systematic Mapping Study. Educational Technology & Society. 18. 75-88
12. [12] Özkan, Zeynep & Samur, Yavuz. (2017). Oyunlaştırma Yönteminin Öğrencilerin Motivasyonları Üzerine Etkisi. Ege Eğitim Dergisi. 857-886.
13. [13] Yıldırım, İ., & Demir, S. (2014). Gamification and education - Oyunlaştırma ve eğitim. Journal of Human Sciences, 11(1), 655- 670.
14. [14] Bayrakcı, M. (2013). Social Learning Theory and Its Educational Applications. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 0 (14), 198-210.
15. [15] Karakaya, Z . (2011). Rol Oyunlarında Sosyal Etkileşim ve Dilsel Gelişim. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 31 (2), 419- 438
16. [16] Pınar,Y.(2016).AnaokulundaSosyalEtkileşim,DuyguveDil–İkinci Dil edinimi Ekseninde Bir Araştırma. Eğitimde Nitel Araştırmalar Dergisi- Journal of Qualitative Research in Education, 4(2), 29-51.
17. [17] Eyal,Nir(2014),Hooked:HowtoBuildHabit-FormingProduct,USA
18. [18] van Krevelen, D., & Poelman, R. (2010). A Survey of Augmented Reality Technologies, Applications and Limitations. International Journal of Virtual Reality, 9(2), 1–20. https://doi.org/10.20870/IJVR.2010.9.2.2767 [19] ChatGPT,URL:https://chat.openai.com/AccessedDec,31st,2022
19. [20] Dale, Robert. (2021). GPT-3: What’s it good for?. Natural Language Engineering. 27. 113-118. 10.1017/S1351324920000601.
20. [21] Floridi,L.&Chiriatti,M.(2020).GPT-3:ItsNature,Scope,Limits,and Consequences. Minds and Machines, 30:681–694 https://doi.org/10.1007/s11023-020-09548-127 .
21. [22] Klein,T.,&Nabi,M.(2019).LearningtoAnswerbyLearningtoAsk: Getting the Best of GPT-2 and BERT Worlds. ArXiv, abs/1911.02365. [23] AlexWangandKyunghyunCho.2019.BERThasamouth,anditmust speak: BERT as a Markov random field language model. CoRR, abs/1902.04094
22. [24] Rintjema, Emmy & van den Berghe, Rianne & Kessels, Anne & de Wit, Jan & Vogt, Paul. (2018). A Robot Teaching Young Children a Second Language: The Effect of Multiple Interactions on Engagement and Performance. 219-220.
23. [25] Vogt, P., van den Berghe, R., de Haas, M., Hoffman, L., Kanero, J., Mamus, E., Montanier, J.-M., et al. (2019). Second language tutoring using social robots : a large-scale study. HRI '19: 2019 14th ACM/IEEE International Conference on Human-Robot Interaction (pp. 497–505).
24. [26] Van den Berghe, Rianne & Verhagen, Josje & Oudgenoeg-Paz, Ora & Van der Ven, Sanne & Leseman, Paul. (2018). Social Robots for Language Learning: A Review. Review of Educational Research
25. [27] Verhoeven, Gijs & Catala, Alejandro & Theune, Mariet. (2019). Designing a Playful Robot Application for Second Language Learning. Interactivity, Game Creation, Design, Learning, and Innovation, 7th EAI International Conference, ArtsIT 2018, and 3rd EAI International Conference, DLI 2018, ICTCC 2018, Braga, Portugal, October 24–26, 2018, Proceedings
26. [28] Belpaeme T, Vogt P, van den Berghe R, Bergmann K, Göksun T, de Haas M, Kanero J, Kennedy J, Küntay AC, Oudgenoeg-Paz O, Papadopoulos F, Schodde T, Verhagen J, Wallbridge CD, Willemsen B, de Wit J, Geçkin V, Hoffmann L, Kopp S, Krahmer E, Mamus E, Montanier JM, Oranç C, Pandey AK. (2018) Guidelines for Designing Social Robots as Second Language Tutors. Int J Soc Robot. 2018;10(3):325-341. doi: 10.1007/s12369-018-0467-6. Epub 2018 Jan 25. PMID: 30996752; PMCID: PMC6438435.