Virtual worlds are playing an increasingly important role in education, especially in language learning. By March 2007 it was estimated that over 200 universities or academic institutions were involved in Second Life (Cooke-Plagwitz, p. 548).Cooke-Plagwitz, Jessamine (2008) "New Directions in CALL: An Objective Introduction to Second Life", CALICO Journal 25, 3: https://www.calico.org/memberBrowse.php?action=article&id=716 Joe Miller, Linden Lab Vice President of Platform and Technology Development, claimed in 2009 that "Language learning is the most common education-based activity in Second Life".Team Engage, "8D taps language learners, bots, microtransactions", EngageDigital, 20 May 2009: http://www.engagedigital.com/2009/05/29/out-of-stealth-8d-taps-language-learners-bots-microtransactions/ Many mainstream language institutes and private language schools are now using 3D virtual environments to support language learning.
History Virtual worlds date back to the adventure games and simulations of the 1970s, for example Colossal Cave Adventure, a text-only simulation in which the user communicated with the computer by typing commands at the keyboard. These early adventure games and simulations led to MUDs (Multi-user domains) and MOOs (Multi-user domains object-oriented), which language teachers were able to exploit for teaching foreign languages and intercultural understanding (Shield 2003).Shield L. (2003) "MOO as a language learning tool". In Felix U. (ed.) Language learning online: towards best practice, Lisse: Swets & Zeitlinger.
Three-dimensional virtual worlds such as Traveler and Active Worlds, both of which appeared in the 1990s, were the next important development. Traveler included the possibility of audio communication (but not text chat) between avatars represented as disembodied heads in a three-dimensional abstract landscape. Svensson (2003) describes the Virtual Wedding Project, in which advanced students of English made use of Active Worlds as an arena for constructivist learning.Svensson P. (2003) "Virtual worlds as arenas for language learning". In Felix U. (ed.) Language learning online: towards best practice, Lisse: Swets & Zeitlinger. The Adobe Atmosphere software platform was also used to promote language learning in the Babel-M project (Williams & Weetman 2003).Williams C. & Weetman C. (2003) Babel-M: A virtual environment for the promotion of language learning, Paragraph PAL, 23 June 2003.
The 3D world of Second Life was launched in 2003. Initially perceived as another role-playing game (RPG), it began to attract the attention of language teachers. 2005 saw the first large-scale language school, Languagelab.com, open its doors in Second Life. By 2007, Languagelab.com's custom VoIP (audio communication) solution was integrated with Second Life. Prior to that, teachers and students used separate applications for voice chat.Erard M. (2007) "A Boon to Second Life Language Schools: New Technology will Allow High-Quality Audio in a Virtual World", Technology Review, 10 April 2007: http://www.technologyreview.com/Infotech/18510/page1/
Many universities, such as Monash University,Monash University: http://www.monash.edu.au/international/dvc/virtualworlds/monashsecondlife.html and language institutes, such as The British Council, Confucius Institute, Instituto Cervantes and the Goethe-Institut,Goethe-Institut: http://www.goethe.de/frm/sec/enindex.htm have islands in Second Life specifically for language learning. Many professional and research organisations support virtual world language learning through their activities in Second Life. EUROCALL and CALICO, two leading professional associations that promote language learning with the aid of new technologies, maintain a joint Virtual Worlds Special Interest Group (VW SIG) and a headquarters in Second Life.EUROCALL/CALICO Virtual Worlds SIG: http://virtualworldssig.ning.com
Recent examples of creating sims in virtual worlds specifically for language education include VIRTLANTIS, which has been a free resource for language learners and teachers and an active community of practice since 2006,VIRTLANTIS: Free Virtual World Language Learning - Come speak with the world!: http://www.virtlantis.com the EU-funded NIFLAR project,Networked Interaction in Foreign Language Acquisition and Research (NIFLAR): http://niflar.ning.com the EU-funded AVALON project,Access to Virtual and Action Learning live ONline (AVALON): http://avalon-project.ning.com/ and the EduNation Islands, which have been set up as a community of educators aiming to provide information about and facilities for language learning and teaching.EduNation Islands wiki: http://edunation-islands.wikispaces.com/ NIFLAR is implemented both in Second Life and in OpenSim.NIFLAR (Networked Interaction in Foreign Language Acquisition and Research): http://niflar.ning.com/ Numerous other examples are described by Molka-Danielsen and Deutschmann (2009)Molka-Danielsen J. & Deutschmann M. (eds.) (2009) Learning and teaching in the virtual world of Second Life, Tapir Academic Press, Trondheim, Norway. and Walker, Davies and Hewer (2012).Walker R., Davies G. & Hewer S. (2012) Introduction to the Internet. Section 14.2.1 (Second Life) of Module 1.5 in Davies G. (ed.) Information and Communications Technology for Language Teachers (ICT4LT), Slough, Thames Valley University [Online]: http://www.ict4lt.org/en/en_mod1-5.htm#secondlife
Since 2007 a series of conferences known as SLanguages have taken place, bringing together practitioners and researchers in the field of language education in Second Life for a 24-hour event to celebrate languages and cultures within the 3D virtual world.
With the decline of Second Life due to increasing support for open source platforms,Karlov, Maria (2012) "OpenSim gains record-breaking 2,177 regions", http://www.hypergridbusiness.com/2012/09/opensim-gains-record-breaking-2177-regions/ many independent language learning grids such as English Grid and ChatterdaleTrombly, Anastasiahave (2012): http://www.hypergridbusiness.com/2012/05/virtual-worlds-offer-variety-less-stress-for-language-learners/ have emerged.
Approaches to language education in virtual worlds Almost all virtual world educational projects envisage a blended learning approach whereby the language learners are exposed to a 3D virtual environment for a specific activity or time period. Such approaches may combine the use of virtual worlds with other online and offline tools, such as 2D virtual learning environments (e.g. Moodle) or physical classrooms. SLOODLE. for example, is an open-source project which integrates the multi-user virtual environments of Second Life and/or OpenSim with the Moodle learning-management system.SLOODLE is a free and open source project which integrates the multi-user virtual environments of Second Life and/or OpenSim with the Moodle learning-management system: http://www.sloodle.org/moodle/ Some language schools offer a complete language learning environment through a virtual world, e.g. Languagelab.com and Avatar Languages.
Virtual worlds such as Second Life are used for the immersive, collaborative and task-based, game-like opportunities they offer language learners. As such, virtual world language learning can be considered to offer distinct (although combinable) learning experiences. Immersive: Immersive experiences draw on the ability to be surrounded by a certain (real or fictitious) environment that can stimulate language learning.Jeffery A. & Collins, M. (2008). Immersive Learning and Role Plays in Second Life. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 2628–2632). Chesapeake, VA: AACE: Retrieved from http://www.editlib.org/p/27616, 2011-05-07. Social: Almost all 3D virtual spaces are inherently social environments where language learners can meet others, either to informally practice a language or to participate in more formal classes. Creative: A less-developed approach to language learning in virtual worlds is that of constructing objects as part of a language learning activity. There is currently little documentation of such activities.
Six learnings framework The "Six learnings framework" is a pedagogical outline developed for virtual world education in general. It sets out six possible ways to view an educational activity.Lim K. (2009) "Pedagogy, Education and Innovation in 3-D Virtual Worlds", Journal of Virtual Worlds Research 2,1: http://journals.tdl.org/jvwr/article/view/424/466 Exploring: learners explore a virtual world's locations and communities as fieldwork for class. Collaborating: learners work together within a virtual world on collaborative tasks. Being: learners explore themselves and their identity through their presence in a virtual world, such as through role-play. Building: learners construct objects within a virtual world. Championing: learners promote real life causes through activities and presentations in a virtual world. Expressing: learners represent activities within a virtual world to the outside world, through blogs, podcasts, presentations and videos.
Learning in 3D worlds The 7 Sensibilities of Virtual Worlds for Learning presentation by Karl Kapp and Tony O'Driscoll illustrates how a 3D environment makes learning fundamentally different.Kapp, Karl & O'Driscoll, Tony (2010) The 7 Sensibilities of Virtual Worlds for Learning, Webinar presentation: https://www.youtube.com/watch?v=M3amL-BXZRk The 3D Virtual Worlds Learning Archetypes presentation by Karl Kapp and Tony O'Driscoll describes 14 archetypes of how people learn in virtual worlds.Kapp, Karl & O'Driscoll, Tony (2010) 14 archetypes of how people learn in virtual worlds, Webinar presentation: https://www.youtube.com/watch?v=eNjV8Fvre4U
Constructivist approaches 3D virtual worlds are often used for constructivist learning because of the opportunities for learners to explore, collaborate and be immersed within an environment of their choice. Some virtual worlds allow users to build objects and to change the appearance of their avatar and of their surroundings. Constructivist approaches such as task-based language learning and Dogme are applied to virtual world language learning because of the scope for learners to socially co-construct knowledge, in spheres of particular relevance to the learner.
Task-based language learning Task-based language learning (TBLL) has been commonly applied to virtual world language education. Task-based language learning focuses on the use of authentic language and encourages students to do real life tasks using the language being learned.Nunan D. (2004) Task-based language teaching, Cambridge: Cambridge University Press. Tasks can be highly transactional, where the student is carrying out everyday tasks such as visiting the doctor at the Chinese Island of Monash University in Second Life. Incidental knowledge about the medical system in China and cultural information can also be gained at the same time.Chinese Island is an initiative by the Chinese Studies Program at Monash University in Melbourne, Australia designed to complement traditional classroom-based learning with context-based, hands on learning in the virtual environment of Second Life: http://www.virtualhanyu.com/
Other tasks may focus on more interactional language, such as those that involve more social activities or interviews within a virtual world.
Dogme language teaching