Enhancing foreign language learning in 3D immersive worlds – a study report

Abstract

The popularity of 3D virtual worlds among ‘massive’ users has decreased within the last five years – this is the fact. However, they seem not to lose much of their educational value as learning and teaching environments.
The article describes a 3-step project on educational functionality of 3D immersive virtual environments that was/is performed at Adam Mickiewicz University (AMU) in Poznań, Poland: Main Project One in 2011-2012, current Mid-Project in this academic year 2016-2017, and Main Project Two in 2017-2018. This year’s edition (Mid-Project) uses some of the methodology of the previous Main Study and serves as a mid-stage before the next large research project which is scheduled for the next academic year 2017-18. All the three projects focus mainly on foreign language learning in serious virtual worlds, though the study is performed within the ICT class among students of humanities.
This academic year’s mid-stage study has involved so far (the Fall semester) 60 students at AMU in Poznań, Poland, too. The students were involved in different learning and communicative activities in the virtual world of Second Life. They took some formal and informal foreign language classes in two destinations in Second Life where volunteer teachers give classes free of charge. They took part in the so-called 3D classes run by the author. They also explored the world of Second Life in search of potential educationally functional places for foreign language learning. The students performed their activities both individually and in teamwork. Similar activities are planned for the Spring semester, which just started in February. Here, a group of another 60 students are involved now. The next 60 are planned for the second half of the semester.
The article presents a general overview of the three stages. It includes: (1) a description of the activities and methodology used in Main Project One, (2) a short report from the current Mid-Stage Project together with results gathered so far and conclusions, and (3) some implications for the next year’s Main Project Two.