“Wrapping” X3DOM around Web Audio API

Spatial sound has a conceptual role in the Web3D environments, due to highly realism scenes that can provide. Lately the efforts are concentrated on the extension of the X3D/ X3DOM through spatial sound attributes. This paper presents a novel method for the introduction of spatial sound components in the X3DOM framework, based on X3D specification and Web Audio API. The proposed method incorporates the introduction of enhanced sound nodes for X3DOM which are derived by the implementation of the X3D standard components, enriched with accessional features of Web Audio API. Moreover, several examples-scenarios developed for the evaluation of our approach. The implemented examples established the achievability of new registered nodes in X3DOM, for spatial sound characteristics in Web3D virtual worlds

Mobile Assisted Language Learning (MALL) in developing second language learners’ understanding of grammar / Rozina Abdul Ghani [Et. al]...

This paper presents findings to a case study on the use of ‘Throw Back Time’ (TBT), a digital game aimed at teaching grammar tenses and aspects via Mobile Assisted Language Learning (MALL). A quantitative study by means of a time series pre-test/post-tests single group design and survey were used as to see whether the game could improve learners’ understanding and knowledge of grammar tenses and aspects and also at gauging the learners’ perceptions towards MALL in learning grammar. The game is specially designed according to the Theory of Variation (Marton & Booth, 1997) that emphasizes that students understand, experience and think differently in a specific aspect of the world. As variations in the learning outcome are necessary, the game provides a variety of combinations and structures of grammatical aspects to expose students to different aspects from the object of learning. The application of this strategy in the digital game is part of a major research which aims at presenting empirical evidence of an innovative way to teach grammar. A digital board game suited to the students’ level of English can be an intriguing practice in the process of learning as the teaching and learning of grammar can be a daunting experience for learners and teachers alike. Thus, traditional methods must inevitably be on par with the advent of technology to complement the teaching of grammar and enhance the development of students’ knowledge of grammar

Real-time interactive visualization aiding pronunciation of English as a second language

Computer assisted language learning (CALL) comprises a wide range of information technologies that aim to broaden the context of teaching by getting advantages of IT. For example, a few efforts have been put on including a combination of voice and its visual representation for language learning, and some studies are reporting positive outcomes. However, more research is needed in order to assess the impact caused by specific visualization styles such as: highlighting syllables and/or wave of sound. In order to explore this issue, we focused at measuring the potential impact that two distinct visualization styles and its combination can have on teaching children the pronunciation of English as a second language. We built a prototype which was designed to assist students while learning pronunciation of syllables. This system was employing two different real-time interactive visualization styles. One of these visualization styles utilizes audio capturing and processing, using a recent technology development: Web Audio API.We evaluated the effect of our prototype with an experiment with children aged from 9 to 11years old. We followed an experimental approach with a control group and three experimental groups. We tested our hypothesis that states that the use of a combined visualization style can have greater impact at learning pronunciation in comparison with traditional learning approach.Initial descriptive analyses were suggesting promising results for the group that used the combined visualization prototype. However, additional statistical analyses were carried out in order to measure the effect of prototype as accurately as possible within the constraints of our study. Further analyses provided evidence that our combined visualizations prototype has positively affected the learning of pronunciation. Nonetheless, the difference was not big comparing to the system that employed only wave of sound visualization. Ability to perceive visual information differs among individuals. Therefore, further research with different sample division is needed to determine whether is the combination of visualizations that does the effect, or is the wave in itself. Slitting groups based on this characteristic and perform the testing will be considered for the future research.Eventually, we can be confident to continue exploring further the possibility of integrating our proposed combination of two visualization styles in teaching practices of second language learning, due to positive outcomes that our current research outlined. In addition, from a technological perspective, our work is at the forefront of exploring the use of tools such as Web Audio API for CALL