A systematic review of the use of virtual reality in teaching Chinese as a foreign language

The purpose of this review is to provide a thorough analysis of existing research on the implementation of virtual reality (VR) in teaching Chinese as a foreign language (TCFL). In recent years, there has been a growing interest in the potential benefits of VR for language learning, and multiple studies have explored its application in TCFL. However, to date, no systematic reviews on the specific uses of VR in TCFL have been conducted. This study aims to bridge this gap by conducting a comprehensive review of empirical articles on the topic, identified from the Scopus and Web of Science databases. The search terms include “VR”, “virtual reality”, and “Chinese language”. The findings of this review shed light on the current trends in VR-related publications in the field of TCFL, the research settings where VR is used to support learning, and the potential benefits and effectiveness of VR in enhancing Chinese language learning, such as linguistic growth, communication skills, motivation, and immersive and authentic learning contexts. The review also highlights the challenges and limitations of using this technology in TCFL. The significance of this review lies in its potential to inform educators, researchers, and practitioners interested in using VR in TCFL about the current state of research and its implications for language learning. It can also contribute to the development of best practices for the effective use of VR in TCFL, ultimately leading to improved language learning outcomes for students

The design principles of edutainment system for autistic children with communication difficulties

The number of children with autism is increasing worldwide. Children with autism face three major problems; socializing, communicating, and behaviour. Approximately 50% of all individuals with autism have difficulties in developing functional language owing to communication deterioration. Mobile devices with installed educational games help these individuals feel more comfortable and relaxed doing such activities. Although numerous mobile applications are available for individuals with autism, they are difficult to use; particularly in terms of user-interface design. This study analysed the existing apps in order to determine the design principles applicable to the Edutainment App being studied. Five applications were involved in this analysis. As outlined in the objectives of this study, identifying these design principles is important in designing the app. The analysis identified fifteen suggestions for the design principles. These suggestions addressed, simple interfaces; image size; number of pictures; home page icon; colour; having images identical to real life objects; the use of caregivers; navigation; password-protection; audio appropriate to the images; the app language used; evaluating parameters to measure the child’s growth; option for photo loading; PECS-based communication; and sentence pronunciation function. These recommendations are offered by this study towards designing and developing a prototype app for autistic children. This study introduces an edutainment-system design principle formulated to help develop the communication skills of children with autism-spectrum disorders. This study also describes the design, implementation, and evaluation of the ICanTalk app-a mobile edutainment app that can be used to improve users’ understanding and communication skills and help them to connect with society and the surrounding environment particularly for autistic children with communication difficulties. This app allows caregivers to create personalized content using pictures and audio on their mobile devices (tablets). The evaluation of the app by teachers suggests that it is useful and easy-to-use. In conclusion, based on the evaluation results, it is found that the ICanTalk app is effective in helping autistic children with communication difficultie

iPadding Sixth Graders to Impact Language Learning: An Empirical Mobile Study

This paper reports on an empirical study in mobile language learning,with the purpose of exploring how mobile technology affects thelearning of a foreign language.Mobile devices possess fundamental properties, such as portability,individuality, interactivity and connectivity, that are essential tolanguage learning, in that they enhance exposure and noticing,promote interaction and calibrate corrective feedback.The mobile device adopted for this study is the iPad, which can fulfillthe functions of a computer with the additional plus of beinglightweight and therefore easily portable. It has a wide high-resolutiontouch screen, which enhances input as well as learners’ attention,making them focus on key language features and raising theirawareness. Furthermore, the iPad is compatible with the most recentapplications for the development of interactive skills.The author investigated the impact of iPad on a class of sixth gradersin their first year of learning Italian and compared their learning to anon-iPadded class over two years’ time, first in sixth grade and then inseventh grade. Results show that, thanks to mobile technology, theiPadded sixth graders generally progressed better than the noniPaddedsixth graders, but, remarkably, even better than the noniPaddedseventh graders in oral interactive tasks

Applying educational data mining to explore individual experiences in digital games

Research involving digital games and language learning is rapidly growing. One advantage of using digital games to support language learning is the ability to collect data on students learning in real time. In this study, we use educational data mining methods to explore the relationship between in-game data and elementary students’ Chinese language learning. Thirty-six students in the sixth grade played a digital game for eight 25-minute sessions as part of their Chinese Dual Language Immersion classroom instruction. We used classification and regression tree analyses and cluster analyses to explore how in- game indicators, such as battles, time spent reading a text, and the use of an in-game glossing tool are associated with language learning and change in affect. The results indicate that time on task and use of the glossing tool were the most important variables in determining language learning gains. We also identified four subgroups of gameplay styles. While there were no significant differences in learning or affective factors based on the subgroups, these gameplay styles allow for a more individualized approach to analyzing learning within digital environment

Computational Intelligence and Human- Computer Interaction: Modern Methods and Applications

The present book contains all of the articles that were accepted and published in the Special Issue of MDPI’s journal Mathematics titled "Computational Intelligence and Human–Computer Interaction: Modern Methods and Applications". This Special Issue covered a wide range of topics connected to the theory and application of different computational intelligence techniques to the domain of human–computer interaction, such as automatic speech recognition, speech processing and analysis, virtual reality, emotion-aware applications, digital storytelling, natural language processing, smart cars and devices, and online learning. We hope that this book will be interesting and useful for those working in various areas of artificial intelligence, human–computer interaction, and software engineering as well as for those who are interested in how these domains are connected in real-life situations

State of Play V: Building the Global Metaverse

Welcome to the State of Play Conference Presented by: Institute for Information Law and Policy New York Law School The Berkman Center for Internet & Society Harvard Law School Nanyang Technological University Trinity University Information Society Project Yale Law School August 19-22, 2007 at Marina Mandarin Hotel 6 Raffles Boulevard Marina Square Singapore 039594https://digitalcommons.nyls.edu/iilp/1122/thumbnail.jp

Culturtainment - a new interactive entertainment genre: assessment of Cultural Heritage digital content in leisure software games

European Master in Multimedia and Audiovisual AdministrationOrganized in Brussels with the support of the European Union’s MEDIA II Programme and in co-operation with the University of Metz, the New University of Lisbon, the University of Athens, the University of Paris 8, Kemi-Tornio Polytechnic, the Lapland University