Work-in-Progress—Immersive Virtual Reality Design Considerations to Promote Learning for English Language Learners
DOI:
https://doi.org/10.56198/Keywords:
Immersive virtual reality, English language learners, Design principles, Environmental educationAbstract
This work-in-progress paper describes an immersive virtual reality (iVR) learning game for informal education to promote enhanced engagement, improved spatial thinking, and broader understandings of the Lehigh River watershed’s cultural history, geography, and environmental issues. Our instructional design includes game design features in addition to learning elements. We provide design guidelines for adolescents and adults who are English language learners, including (a) autonomous learning, (b) fostering learners' use of metacognitive strategies, (c) adaptive, supportive, and motivational feedback to maintain engagement, d) sustained time on task, and e) content knowledge learning and language comprehension.
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The papers in this book comprise the proceedings of the meeting mentioned on the cover and title page. They reflect the authors' opinions and, in the interests of timely dissemination, are published as presented and without change. Their inclusion in this publication does not necessarily constitute endorsement by the editors or the Immersive Learning Research Network.
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