XR Technologies in Language Education: Conceptualising a Framework and Guidelines for Educators and Designers in Immersive Learning Environments

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Abstract

Augmented (AR) and Virtual Reality (VR) are two of the most promising technologies for digital trans- formation within an educational context, both have the potential to augment language education (see, e.g., Aguayo, 2021; Yang et al., 2020). Both can help improve overall language proficiency as well as supporting vocabulary learning and fostering different competence areas such as listening, speaking and writing (see, e.g., Parmaxi & Demetriou 2020). However, in the context of German-speaking countries, this potential has not been fully exploited, and there is a need for conceptualization and didactic frameworks also in the light of the latest develop- ments of Artificial Intelligence (AI) for language learning. Our talk will present the initial results of a European-wide project, which approaches the field of XR technologies as a team effort between teachers, teacher educators, researchers and XR developers. The Pedagogical Alliance for XR Technology in (Teacher) Education (PAX) aims to stimulate the ex- change of knowledge between teacher education and XR enterprises to strengthen the synergies be- tween these stakeholders by bringing them together to jointly develop a sustainable approach to de- veloping (future) teachers’ digital competences teacher education (see, e.g., DigiCompEdu). One of the key advantages of XR technologies in language education is their ability to create immer- sive and interactive environments for language teaching scenarios. In our project, we also intend to apply the aforementioned framework to language teaching scenarios for pre-service teachers so that VR can transport students to virtual environments where they can engage in realistic scenarios with virtual language learners. Similarly, AR can overlay digital content onto the physical environment, al- lowing for interactive vocabulary exercises and real-life contextual learning experiences. A first sketch, or beta scenario will be presented, which intends to demonstrate that XR technologies can empower educators to create personalized learning experiences, track student progress, and adapt teaching methods to suit individual student needs. The DBR approach (McKenney & Reeves, 2019) of this project pursues a two-fold goal: Firstly, from a theoretical perspective, it strives to deepen scientific knowledge about XR and AI in language educa- tion. Secondly, from a practical perspective, it seeks to promote knowledge about, and critical aware- ness of, the educational potential of these developments among teachers. This talk will present the preliminary results from the Analysis and Exploration phase of the Design-Based Research (DBR) cycle, with a particular emphasis on addressing the needs of educators and XR developers.

Speakers from the University of Münster

Matz, Frauke	Professorship for English teaching methodology (Prof. Matz)
Schlieckmann, Rebecca	Professorship for English teaching methodology (Prof. Matz)
Wirbatz, Karoline	Professorship for English teaching methodology (Prof. Matz)