Learner participation and motivation in virtual reality

1. Learner participation and motivation in virtual reality Luisa Panichi CLI-University of Pisa, Italy Department of Modern Languages, University of Hull, UK L. Panichi - CALL 2010 Universiteit Antwerpen

2. Overview • Virtual worlds • The Avalon project • Discussion of motivation • Literature in the field/theoretical perspective • Research in the field: • Questionnaires/recordings/transcripts/observations/interviews • Conclusions about motivational factors • Avalon feedback questionnaires (ongoing research) L. Panichi - CALL 2010 Universiteit Antwerpen

3. Virtual worlds MUVE’s (Multi-user virtual environments) 3 Dimensional: movement Avatar: a 3D rendering of yourself Games (role play): The Sims Gaming: WoW (World of Warcraft) Socialising and entertainment: Active Worlds, Second Life Highly immersive and participatory/hot culture L. Panichi - CALL 2010 Universiteit Antwerpen

4. The AVALON project Access to Virtual and Action Learning Live Online A two year multilateral and transversal project funded under KA3 (ICT) of the LLP of the EACEA ending in December 2010. Partnership: 26 European partners 10 state funded universities 16 other public and private organisations L. Panichi - CALL 2010 Universiteit Antwerpen

5. Experiment with and explore virtual worlds for language education Create and test activities Design and run a teacher training course Design and run Language courses Provide models and best practice guidelines Create a motivational model that rewards learner engagement L. Panichi - CALL 2010 Universiteit Antwerpen

6. Interest for language education Virtual platform for online and distance education Complement to face-to-face learning Integration with other LMS (sloodle) Communication: synchronous, multimodal (text chat; voice chat), streaming (sound and video) Creative and representational: Building/cultural artefacts (permanent/non permanent) Performative: Avatar L. Panichi - CALL 2010 Universiteit Antwerpen

7. Motivation in virtual worlds • Motivation to participate and engage • Why is it helpful to investigate them? • Participation and motivation in virtual worlds are a general educational concern • Participation and throughput/dropout rates • Project mandate to consider individual accessibility and community sustainability • Designing for participation includes an understanding of learner motivation L. Panichi - CALL 2010 Universiteit Antwerpen

8. Participation and engagement in virtual worlds • What is participation and why is it important to us? • In online learning it is indicated as some form of activity (i.e. White 2003; Hratinski 2007) • Participation is a high-stake issue in online education. • The special nature of participation in virtual worlds: • Lack of visual cues and body language • Increased Importance of linguistic cues • Participation as engagement/involvement leading to further participation L. Panichi - CALL 2010 Universiteit Antwerpen

9. Motivation and the reward model • Molka-Danielsen et al. 2010 • Discussion of motivation in language education in virtual worlds • Gaming theory • Self-determination theory • The ultimate reward for learners is access to full participation in the learning community L. Panichi - CALL 2010 Universiteit Antwerpen

10. Panichi et al. (2008) • Small scale, qualitative and exploratory investigation under Kamimo Islands • An American/Swedish telecollaboration course • Student questionnaires about beliefs about language learning, collaboration, digital literacy and the specific environment. • Questionnaires were complemented with student interviews and teacher/researcher/course designer feedback and observations. L. Panichi - CALL 2010 Universiteit Antwerpen

11. Learner beliefs • Learner beliefs about language learning • Learner pre-conceptions of the environment • Learner digital literacy • Learners’ expectations • Learners’ experience L. Panichi - CALL 2010 Universiteit Antwerpen

12. Key areas potentially influencing motivation and participation • Compulsory or optional course • Previous experiences of virtual environments (degree of technology literacy) • Previous experiences of intercultural contact and a pre-existing degree of intercultural awareness • Belief that peer to peer interaction is beneficial to learning • Belief that you can learn a language from interacting with a native speaker • Degree of acceptance of SL for language education L. Panichi - CALL 2010 Universiteit Antwerpen

13. Example of a successful exchange • Frequency of meetings • Suitable times • Buddy was more knowledgeable about SL and willing to provide information • Turn taking occurred • Alternated between course related topics and personal conversation • Activities were motivational learning opportunities for both L. Panichi - CALL 2010 Universiteit Antwerpen

14. Indications and results from Swedish students • Students we were working with already displayed high levels of language learning awareness and intercultural awareness • Prior experience of Second Life is not necessary for the exchange to be a successful learning experience • Curiosity about SL may play an important role in motivating students L. Panichi - CALL 2010 Universiteit Antwerpen

15. Similar feedback from the American students showed: • The educational value of SL is not immediately apparent to learners • Students who volunteered for the buddy exchange were more verbally active in the composition course • Students tend not to talk about their learning experiences from an affective perspective (beliefs) • Prior intercultural experiences (or lack there of) may contribute to less effective engagement with language learners L. Panichi - CALL 2010 Universiteit Antwerpen

16. Additional recommendations for future exchanges • Create more formal joint tasks and specific requirements within the courses • Creating pedagogical space for talking about the affective aspects of learning • Need to make the “rules of engagement” as clear as possible (language and technical skills that are required) • Make all participants clear as what to expect and what is expected of them in the student exchanges • Increase feedback opportunities L. Panichi - CALL 2010 Universiteit Antwerpen

17. Deutschmann et al. 2009 • Course designer for learner participation in a CMC context • Oral participation in terms of floor-space, turn length and turn-taking • We conclude that meaning-focussed task design involving authenticity and collaborative elements had a direct impact on learner participation and engagement. • Results also suggest the importance of including technical and social initiation in complex environments L. Panichi - CALL 2010 Universiteit Antwerpen

18. Deutschmann & Panichi (2009) • Learner engagement and Language Awareness • We compare two courses in SL • We look at floor space and turntaking patters (quantity) • We carry out discourse analysis of back-channelling and elicitors (quality) • We conclude that supportive linguistic behaviour of teachers is important in increasing learner engagement • We find that students become more active in signalling involvement over time L. Panichi - CALL 2010 Universiteit Antwerpen

19. Swertz et al. (2010)The environment • The bias of the environment and the mediatic turn (Friesen & Hug, 2009) • 3D worlds are a cold media (McLuhan, 1964)/multimodal communication • Hot culture expects involvement with other people and participation in activities • The nature of the environment has an impact on learner participation preferences L. Panichi - CALL 2010 Universiteit Antwerpen

20. Swertz et al. (2010)The teacher perspective • Most important learning objective for teachers is to get the students involved and that the students feel comfortable in the process. • The learning process itself becomes a learning objective • Anonymity is considered an important advantage by teachers • Task design: Careful task design is very important in virtual learning environments L. Panichi - CALL 2010 Universiteit Antwerpen

21. Swertz et al. (2010)The learner perspective • Anonymity is not preferred and not considered helpful in language learning by students. • Individualisation is important • Task design: Assumption that careful task design is very important in virtual learning environments is confirmed by students • Group and peer work vs teacher-led activities: • Group sessions vs teacher-led sessions are preferred by learners but • Teacher-led sessions are also helpful depending on the type of task at hand L. Panichi - CALL 2010 Universiteit Antwerpen

22. Swertz et al. 2010Technical initiation • Most students experience technical problems at the beginning of the course (i.e. sound) • Most students feel comfortable by the end of the second lesson • Technical initiation for newbies contributes to learner comfort in the environment and to the speed at which this is achieved L. Panichi - CALL 2010 Universiteit Antwerpen

23. Conclusions about motivational variables in virtual worlds • The nature of the environment • Appropriate technical initiation • Strong sense of identity/need for self-determination/autonomy • Strong group ties/community/Peer and group work/relatedness • Clear framework (expectations, roles, tasks) • Meaningful course design (individualisation and authenticity) • Teacher as facilitator and model for interaction • Feedback and discussion opportunities (course ownership) L. Panichi - CALL 2010 Universiteit Antwerpen

24. Avalon course feedback questionnaires 2010 • Questionnaires are part of the Avalon course design to maximise participation • http://avalonlearning.pbworks.com/Feedback-Questionnaires • Examine changes in learner beliefs before and after the learning experience • Determine what factors bring about change in beliefs • Implement changes to our course design • Results are pending L. Panichi - CALL 2010 Universiteit Antwerpen

25. Final considerations about participation • Participation, engagement and motivation can be promoted by appropriate course design • Participation is both an indicator of motivation and a catalyst for motivation • Participation is a learning skill which can be developed over time L. Panichi - CALL 2010 Universiteit Antwerpen