Despite the boom in computer assisted language learning (CALL) implementation at the University of Hawaiʻi during the COVID-19 lock-downs, adoption of one of CALL’s most promising sub-fields, virtual reality assisted language learning (VRALL), has lagged behind. A needs analysis of University foreign language instructors uncovered low technological pedagogical and content knowledge (TPACK), low perceived relevance, and high perceived barriers to implementation as possible causes. To address these challenges and increase VRALL use in the higher education language classroom, Virtually Fluent, an online mini-professional development course was designed using the ADDIE Model of instructional design. The instruction introduced the benefits and best practices of VRALL using CoSpaces Edu, an educational virtual reality application, and leveraged Keller’s ARCS Model and Kolb’s Experiential Learning Cycle approaches to enhance cognitive learning and affective change.
A usability study and learning assessment were conducted to evaluate the instruction’s usability and effectiveness in addressing the cognitive and affective goals. Both the usability testing (n=4) and learning assessment (n=15) were conducted online. Feedback from the usability testers was incorporated into the final design then evaluated by the learning assessment participants. Participants’ attitudes and knowledge of VRALL were measured before, during, and after instruction using surveys, embedded quizzes, reflections, and digital artifacts. Results indicated an overall improvement in TPACK (+ 60%) and Attitude (+ 20%) from baseline scores, and a moderate degree of satisfaction with the instructional design and tools. Pedagogical implications and possible future improvements will be discussed.
Skyler Riela