VR Language Learning through Simulated Classrooms and AI Chatbots

University of Helsinki
Doctoral Programme in Language Studies 
(HELSLANG)

Avishan Keshavarz

Supervised by:
Dr. Niina Hynninen
Professor Sanna-Kaisa Tanskanen
Dr. Kaisa Hahl

Overview

Inspiration

  •  Finnish NCC focus on promoting multilingualism andmulticulturalism in foreign language learning
  • Ungspråk questionnaire
  • Rapid technological advancements
  • Global communication need

Aims

  • Exploring multilingual identity and interculturalcompetence in secondary students in Finland
  • Encouraging the use of VR tools in basic education inFinland
  • Designing simulated ELF scenarios

Previous studies

Ungspråk project- Researching Multilingualism and Multilingual Identity in Lower Secondary Schools (Haukås et al., 2021), University of Bergen

  • Explored the link between multilingual identity and intercultural competence in Norwegian secondary students
  • Developed the Ungspråk questionnaire (Pre and post-test)
  • Longitudinal, mixed-methods research
  • Semi-structured interviews with teachers on multilingualism, multilingual identity and intercultural competence

Previous studies

Promoting Intercultural Competence in a Learning Activity Supported by Virtual Reality Technology (Shadiev et al., 2020)

  • Explored how VR develops intercultural competence in language learning in higher education
  • Designed a VR intercultural learning activity
  • Mixed-methods research
  • Questionnaires and interviews investigated students’ perceptions

Previous studies

VR-Technology in Teaching: Opportunities and Challenges (Graeske & Sjöberg, 2021), Luleå University of Technology

  • Examined motivation and learner engagement in high school Swedish learning (reading and writing)
  • Action-based research
  • Teacher-researcher collaboration in planning
  • Questionnaires on students’ reflections of using VR
  • Semi-structured interviews on teachers’ reflections

Previous studies

VR environment as a diversifier of distance learning- Interaction of American and Finnish students of the Finnish language in an international classroom (Räsänen, E. & Lampela, J., 2023), University of Jyväskylä

  • Explored pedagogical impact of VR in learning and teaching language and communication skills
  • Action-based research (task-based language activities)
  • Finnish upper secondary school students and undergraduate American Finnish learners
  • Exposed learners to culturally immersive VR content (Wonda VR software tool)

Previous studies

Designing a VR Speech Simulation Game for Foreign Language Learning and Teaching (Partanen et al., 2024), Lapland University of Applied Science, Uppsala University, Stockholm University

  • Examined developing Finnish and Swedish speaking and listening skills in higher education
  • Design-based, multidisciplinary research
  • Designed a VR immersive, 3D game using speech-to-text technology
  • Collaboration of language teachers and a software engineering lab

Evolution of VR in education

Figure 1. Evolution of virtual reality in education.

VR potential

  • Simulates real-life communication scenarios
  • Offers multisensory fully immersive learning
  • Enhances engagement and retention
  • Provides personalized learning
  • Supports distance learning
Try Demo Version
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Research Questions

RQ1
Multilingual Identity
What are students’ perceptions of their multilingual identity in Finnish lower secondary schools?
RQ2
Intercultural Competence
To what extent does students’ multilingual identity correlate with their intercultural competence and language practices?
RQ3
VR Perceptions
What are the perceptions of students and teachers about VR-based simulated lessons for English language learning?

Data collection

Ungspråk questionnaire

• Adapted to the Finnish educational context

• Administered before the experiment

• Explores students’ insights on their multilingual identity and their cultural competence

• Participants: Year 8 students

VR Intervention

• Explores perceptions of students and teachers on simulated lessons

• Record, and analyzes chatbot interactions for student engagement

• Participants: Year 8 students and English teachers

Interviews and observations

• Semi-structured interviews with teachers and students

• Researcher observations during VR lessons

Pilot test

• A demo simulated lesson will be designed and tested

• Questionnaires will be tested for validity and reliability

Simulated lessons

Tools
  • ClassVR headsets
  • 3D simulated classrooms
  • AI chatbots


Real-life classroom scenarios
  • Develop 3D teacher-directed lessons
  • Create exposure to varieties of English accents
  • Use multimodal interactive materials
AI Chatbot interaction
  • End of lesson AI chatbot sessions
  • Reinforce learning objectives
  • Promote language use and engagement
Objectives
  • Promoting multilingual, multicultural awareness
  • Encouraging use of VR technology in language learning
Structure
  • 20-minute VR lessons
  • 10-minute AI chatbot practice sessions
  • 4 lessons covering targeted learning objectives

Limitations

Technical challenges

  • Practicality of VR devices
  • Participant withdrawal


Content Design

  • Multimodal content design
  • Limited available resources


Scalability

  • Number of participants
  • Duration of the interventio

Solution

Technical challenges

  • Selection of VR devices designed for education

  • Considering alternative computer/tablet usage


Content Design

  • Collaboration with teachers

  • Use of AI tools


Scalability

  • Employing an experimental and control group

  • Providing a fundation for future longitudinal studies

Future Directions

  • Enhance multilingualism and multiculturalism using VR tools

  • Inform the development of digital pedagogical tools for language learning

  • Transcend highly qualified, educated simulated teachers to under-resourced areas

  • Promote effective distance learning and global accessibility

Intrested researchers and teachers are Wellcome to help me in shaping the future of learning

Name

Intrested researchers and teachers are Wellcome to help me in shaping the future of learning

Name

References

Akdere, Mesut, Acheson-Clair, Kris & Jiang, Yeling. (2021). 10.1016/j.ijintrel.2021.03.009.

Fisher, L., Evans, M., Forbes, K., Gayton, A., & Liu, Y. (2020). 10.1080/14790718.2018.1524896.

Graeske, Caroline & Sjöberg, Sofia. (2021). 10.5539/ies.v14n8p76.

Haukås, Åsta & Storto, Andre & Tiurikova, Irina. (2021). 10.5278/ojs.globe.v12i.6500.

Opetushallitus. (2014). National core curriculum for basic education 2014

Partanen, R., Valijärvi, R-L., Rajaniemi, P., Grönstrand, H., and Jalonen, J. (2024). https://urn.fi/URN:NBN:fi-fe2024080764037.

Räsänen, E., & Lampela, J. (2023). Kieli, koulutus ja yhteiskunta, 14(4).

Shadiev, Rustam & Wang, Xueying & Huang, Yueh. (2020). 10.19173/irrodl.v21i3.4752.

Tiurikova, Irina & Haukås, Åsta & Storto, Andre. (2021). 10.46364/njltl.v9i2.945.

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