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Dil Öğrenme Aracı Olarak Sanal Gerçeklik Uygulamalarının İncelenmesi

Year 2020, Volume: 8 Issue: 1, 80 - 95, 30.06.2020

Abstract

Teknolojide kaydedilen gelişmelerle birlikte, kullanıcılara sanal ortamlarda gerçek ortam deneyimi yaşatan sanal gerçeklik uygulamaları, dil öğreniminde kullanılan teknolojilere bir yenisi olarak eklenmiştir. Bu doğrultuda, bu araştırmada dil öğrenimine yönelik olarak geliştirilen sanal gerçeklik uygulamalarının genel özelliklerinin belirlenmesi yoluyla bu uygulamalara ilişkin derinlemesine bir bakış açısının geliştirilmesi amaçlanmıştır. Doküman inceleme yöntemiyle gerçekleştirilen bu araştırmada, dil öğrenimine yönelik olarak geliştirilmiş ve Steam, Google Play Store, App Store, Oculus Store mağazalarında yer alan 15 sanal gerçeklik uygulamalası, amaçsal örnekleme yöntemiyle belirlenerek araştırma kapsamına dahil edilmiştir. Araştırmada ele alınan uygulamalar, genel özellikleri (uyumluluk, erişim, öğrenilen diller, ücret), geliştirmeyi hedefledikleri dil becerileri ve bu becerilerin kazandırılmasına ilişkin olarak sundukları dil etkinlikleri açısından incelenmiştir. Araştırmadan elde edilen sonuçlara göre, ilgili uygulamalara uygulama mağazalarının yanı sıra kendi web sayfalarından erişilebilmekte ve uygulamaların birçoğu hem mobil hem de bilgisayara uyumlu bir şekilde çalışabilmektedir. Uygulamalarda İngilizce, Fransızca, Almanca ve İspanyolca başta olmak üzere 33’e varan dil seçeneğiyle eğitim sunulmaktadır. Uygulamaların bir kısmı ücretsiz, bir kısmının tanıtım versiyonları ücretsiz, bir kısmı ise ücretlidir. Uygulamalarda genellikle konuşma ve dinleme becerilerinin geliştirilmesine odaklanılmıştır. Bu kapsamda uygulamalarda özellikle anadilini konuşan kişilerle konuşma ve dinleme pratiği yapmaya dayalı farklı kazanımları amaçlayan çeşitli etkinliklere yer verildiği tespit edilmiştir. Sonuç olarak, dil öğrenimine yönelik olarak geliştirilen sanal gerçeklik uygulamalarının genel özellikleri incelendiğinde, farklı dil becerilerin kazanılmasına yönelik olarak sunmuş oldukları etkileşimli etkinlikler sayesinde öğrencilere eğlenceli bir öğrenme deneyimi sağlayabilecekleri söylenebilir. Ancak her bir uygulamanın dil becerilerinin kazanılması üzerindeki gerçek etkisinin belirlenebilmesi için araştırmacılar tarafından yapılacak uygulamalı araştırmalara ihtiyaç vardır.

References

  • Alqahtani, A. S., Daghestani, L. F., & Ibrahim, L. F. (2017). Environments and system types of virtual reality technology in STEM: A survey. International Journal of Advanced Computer Science and Applications (IJACSA), 8(6), 77-89.
  • Alizadeh, M., (2018). Virtual reality in the language classroom: Theory and practice. CALL-EJ, 20(3), 21-30.
  • Andresen, B. B., & van den Brink, K. (2013). Multimedia in Education: curriculum. UNESCO Institute for Information Technologies in Education.
  • Bahadorfar, M., & Omidvar, R. (2014). Technology in teaching speaking skill. Acme International Journal of Multidisciplinary Research, 2(4), 9-13.
  • Bayraktar, E., & Kaleli, F. (2007). Sanal gerçekli̇k ve uygulama alanları. Akademik Bilişim Konferansı, Dumlupınar Üniversitesi, Kütahya.
  • Berns, A., Gonzalez-Pardo, A., & Camacho, D. (2013). Game-like language learning in 3-D virtual environments. Computers & Education, 60(1), 210-220.
  • Büyüköztürk, S., Çakmak, E. K., Akgün, Ö., Karadeniz, S., & Demirel, F. (2008). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi Yayıncılık.
  • Chen, J. (2016). Enhancing student engagement and interaction in e-learning environments through learning analytics and wearable sensing (Published Doctoral Dissertation). Hong Kong Baptist University. Chen, Y., Smith, T. J., York, C. S., & Mayall, H. J. (2020). Google Earth virtual reality and expository writing for young English Learners from a Funds of Knowledge perspective. Computer Assisted Language Learning, 33(1-2), 1-25.
  • Dalgarno, B., & Lee, M. J. (2010). What are the learning affordances of 3‐D virtual environments?. British Journal of Educational Technology, 41(1), 10-32.
  • Damio, S. M., & Ibrahim, Q. (2019). Virtual reality speaking application utilisation in combatting presentation apprehension. Asian Journal of University Education, 15(3), 235-244.
  • Gadelha, R. (2018). Revolutionizing Education: The promise of virtual reality. Childhood Education, 94(1), 40-43. doi:10.1080/00094056.2018.1420362
  • Godwin-Jones, R. (2016). Augmented reality and language learning: From annotated vocabulary to place-based mobile games. Language Learning & Technology, 20(3), 9-19.
  • Gutierrez, M., Vexo, F., & Thalmann, D. (2008). Stepping into virtual reality. Springer Science & Business Media.
  • Guttentag, D. A. (2010). Virtual reality: Applications and implications for tourism. Tourism Management, 31(5), 637-651.
  • Harmer, J. (2007). How to teach English (p. 11). New Edition. England: Pearson Education Limited.
  • Hassani, K., Nahvi, A., & Ahmadi, A. (2016). Design and implementation of an intelligent virtual environment for improving speaking and listening skills. Interactive Learning Environments, 24(1), 252-271.
  • Kim, J. H., Park, S. T., Lee, H., Yuk, K. C., & Lee, H. (2001). Virtual reality simulations in physics education. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 3(2), 1-7.
  • Klimov, B. F. (2012). ICT versus traditional approaches to teaching. Procedia-Social and Behavioral Sciences, 47, 196-200.
  • Liao, J. A., Jincho, N., & Kikuchi, H. (2018). Interactive virtual reality speech simulation system using autonomous audience with natural non-verbal behavior. Int. J. Mach. Learn. Comput, 8, 404-407.
  • Lloyd, A., Rogerson, S., & Stead, G. (2017). Imagining the potential for using virtual reality technologies in language learning. In Digital Language Learning and Teaching (pp. 222-234). Routledge.
  • Machover, C., & Tice, S. E. (1994). Virtual reality. IEEE Computer Graphics and Applications, 14(1), 15-16.
  • Onyesolu, M. O., & Akpado, K. A. (2016). Virtual reality simulation in computer engineering education. Electroscope Journal, 3(3), 56-61.
  • Parvin, R. H., & Salam, S. F. (2015). The effectiveness of using technology in English language classrooms in government primary schools in Bangladesh. In FIRE: Forum for International Research in Education, (2)1, 47-59.
  • Pilgrim, J. M., & Pilgrim, J. (2016). The Use of Virtual Reality Tools in the Reading-Language Arts Classroom. Texas Journal of Literacy Education, 4(2), 90-97.
  • Schoeffler, M., Gernert, J. L., Neumayer, M., Westphal, S., & Herre, J. (2015). On the validity of virtual reality-based auditory experiments: a case study about ratings of the overall listening experience. Virtual Reality, 19(3-4), 181-200.
  • Warschauer, M. (2010). New tools for teaching writing. Language learning & technology, 14(1), 3-8.
  • Yıldırım, A., & Şimşek H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri, (6. Baskı). Ankara: Seçkin Yayıncılık.

Investigation of Virtual Reality Applications as a Tool in Language Learning

Year 2020, Volume: 8 Issue: 1, 80 - 95, 30.06.2020

Abstract

Along with the advances in technology, virtual reality applications that provide users with a real environment experience in virtual environments have been added to the technologies used in language learning. In this context, this research aimed to develop an in-depth perspective on the virtual reality applications developed for language learning by determining the general features of these applications. In this research carried out with the document analysis method, 15 virtual reality applications that were developed for language learning and that are available in such stores as Steam, Google Play Store, App Store, Oculus Store were determined by the purposive sampling method and included in the scope of the research. The applications discussed in the study were examined in terms of their general features (compatibility, accessibility, languages learned, price), the language skills they aim to develop and the language activities they offer in order to improve these skills. According to the results obtained from the research, related applications can be accessed from their own web pages as well as application stores, and most of the applications can work both on mobile devices and computer. In the applications, up to 33 languages can be learned, particularly English, French, German and Spanish. Some of the full and demo versions of the applications are free, and some of them are paid. The applications generally focused on improving speaking and listening skills. In this regard, it has been determined that there are various activities aimed at different acquisitions based on speaking and listening practices with native speakers. As a result, when the general features of virtual reality applications developed for language learning are examined, it can be said that they can provide students with a fun learning experience thanks to the interactive activities they offer to acquire different language skills. However, in order to determine the effectiveness of each application on the development of language skills, applied research by researchers is needed.

References

  • Alqahtani, A. S., Daghestani, L. F., & Ibrahim, L. F. (2017). Environments and system types of virtual reality technology in STEM: A survey. International Journal of Advanced Computer Science and Applications (IJACSA), 8(6), 77-89.
  • Alizadeh, M., (2018). Virtual reality in the language classroom: Theory and practice. CALL-EJ, 20(3), 21-30.
  • Andresen, B. B., & van den Brink, K. (2013). Multimedia in Education: curriculum. UNESCO Institute for Information Technologies in Education.
  • Bahadorfar, M., & Omidvar, R. (2014). Technology in teaching speaking skill. Acme International Journal of Multidisciplinary Research, 2(4), 9-13.
  • Bayraktar, E., & Kaleli, F. (2007). Sanal gerçekli̇k ve uygulama alanları. Akademik Bilişim Konferansı, Dumlupınar Üniversitesi, Kütahya.
  • Berns, A., Gonzalez-Pardo, A., & Camacho, D. (2013). Game-like language learning in 3-D virtual environments. Computers & Education, 60(1), 210-220.
  • Büyüköztürk, S., Çakmak, E. K., Akgün, Ö., Karadeniz, S., & Demirel, F. (2008). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi Yayıncılık.
  • Chen, J. (2016). Enhancing student engagement and interaction in e-learning environments through learning analytics and wearable sensing (Published Doctoral Dissertation). Hong Kong Baptist University. Chen, Y., Smith, T. J., York, C. S., & Mayall, H. J. (2020). Google Earth virtual reality and expository writing for young English Learners from a Funds of Knowledge perspective. Computer Assisted Language Learning, 33(1-2), 1-25.
  • Dalgarno, B., & Lee, M. J. (2010). What are the learning affordances of 3‐D virtual environments?. British Journal of Educational Technology, 41(1), 10-32.
  • Damio, S. M., & Ibrahim, Q. (2019). Virtual reality speaking application utilisation in combatting presentation apprehension. Asian Journal of University Education, 15(3), 235-244.
  • Gadelha, R. (2018). Revolutionizing Education: The promise of virtual reality. Childhood Education, 94(1), 40-43. doi:10.1080/00094056.2018.1420362
  • Godwin-Jones, R. (2016). Augmented reality and language learning: From annotated vocabulary to place-based mobile games. Language Learning & Technology, 20(3), 9-19.
  • Gutierrez, M., Vexo, F., & Thalmann, D. (2008). Stepping into virtual reality. Springer Science & Business Media.
  • Guttentag, D. A. (2010). Virtual reality: Applications and implications for tourism. Tourism Management, 31(5), 637-651.
  • Harmer, J. (2007). How to teach English (p. 11). New Edition. England: Pearson Education Limited.
  • Hassani, K., Nahvi, A., & Ahmadi, A. (2016). Design and implementation of an intelligent virtual environment for improving speaking and listening skills. Interactive Learning Environments, 24(1), 252-271.
  • Kim, J. H., Park, S. T., Lee, H., Yuk, K. C., & Lee, H. (2001). Virtual reality simulations in physics education. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 3(2), 1-7.
  • Klimov, B. F. (2012). ICT versus traditional approaches to teaching. Procedia-Social and Behavioral Sciences, 47, 196-200.
  • Liao, J. A., Jincho, N., & Kikuchi, H. (2018). Interactive virtual reality speech simulation system using autonomous audience with natural non-verbal behavior. Int. J. Mach. Learn. Comput, 8, 404-407.
  • Lloyd, A., Rogerson, S., & Stead, G. (2017). Imagining the potential for using virtual reality technologies in language learning. In Digital Language Learning and Teaching (pp. 222-234). Routledge.
  • Machover, C., & Tice, S. E. (1994). Virtual reality. IEEE Computer Graphics and Applications, 14(1), 15-16.
  • Onyesolu, M. O., & Akpado, K. A. (2016). Virtual reality simulation in computer engineering education. Electroscope Journal, 3(3), 56-61.
  • Parvin, R. H., & Salam, S. F. (2015). The effectiveness of using technology in English language classrooms in government primary schools in Bangladesh. In FIRE: Forum for International Research in Education, (2)1, 47-59.
  • Pilgrim, J. M., & Pilgrim, J. (2016). The Use of Virtual Reality Tools in the Reading-Language Arts Classroom. Texas Journal of Literacy Education, 4(2), 90-97.
  • Schoeffler, M., Gernert, J. L., Neumayer, M., Westphal, S., & Herre, J. (2015). On the validity of virtual reality-based auditory experiments: a case study about ratings of the overall listening experience. Virtual Reality, 19(3-4), 181-200.
  • Warschauer, M. (2010). New tools for teaching writing. Language learning & technology, 14(1), 3-8.
  • Yıldırım, A., & Şimşek H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri, (6. Baskı). Ankara: Seçkin Yayıncılık.
There are 27 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Veysel Karsli

Meva Bayrak 0000-0002-9062-6482

Publication Date June 30, 2020
Submission Date May 5, 2020
Published in Issue Year 2020 Volume: 8 Issue: 1

Cite

APA Karsli, V., & Bayrak, M. (2020). Investigation of Virtual Reality Applications as a Tool in Language Learning. Takvim-I Vekayi, 8(1), 80-95.

Takvim-i Vekayi (تقويم وقايع)