Page 12 - May Newsletter

engaged in language learning activities with the use of MAVR tools such as BlippAR and
Google Cardboard. Of course, not all learners but the majority I have worked with said so.

@mothralad said the immersiveness is such a huge advantage: The feeling of actually
occupying a space. What @heikephilp likes about VR is that there is no keyboard which is
great to encourage speaking, and @SophiaMav had these question for @heikephilp :
“Speaking with whom though? Can students speak when wearing the headset – I mean, no
eye contact and that does not make the experience a bit lonely? less interactive?”

Here are the answers:

■ @heikephilp : There are a number of social VR worlds only for high end
headsets: Sansar, high fidelity, vtime, social vr, altspaces all have as feature
voice over IP.
■ @Rach_Ribeiro : While ‘visiting’ a location they can be paired up with
another student who is not using the VR set and describe what they see or
answer the questions the other st asks. With YLE I ask one question only
during the ‘journey’.
■ @oyajimbo : With a headset on, you need a guide, i.e., your partner with
different information and you cannot read the book. You can see but at the
same time ‘blind’. Have to talk!
■ @Eric_Hawkinson : See social VR like Altspace or Facebook Social VR –
basicly chatrooms for embodied avatars.
■ @mothralad : In the classroom, breaks in a VR activity where students
discuss the content eye to eye can be helpful, then go back in. It’s also
helpful for reducing eye strain.

@oyajimbo believed that MAVR is being tried in Japan because the tech is here and
connectivity is not an issue and students sometimes need a cattleprodding to get going.
@ParisaMehran added that the “wow moments” change the mood of our classrooms. The
students come out of their seats and start walking (instead of sleeping). @SophiaMav then
asked, “Don’t we need more than the wow factor when it comes to learning a language?”
@ParisaMehran replied that she sometimes uses MAVR just to motivate and engage, because
it works in Japan. @Eric_Hawkinson argued that wow is fleeting, especially when the content
is not relevant and interesting, even in VR.

@SophiaMav pointed out that motivation is a significant factor in language learning. So can
we say that MAVR pedagogy’s premises lie in motivation and immersion with regard to
language learning? @ChrisRHastings said that not only motivation, but as a way to make
input more comprehensible and memorable. @ParisaMehran tried to connect project based
learning and TBLT to MAVR. But yes, motivation motivates her to use MAVR.

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