Virtual Reality (VR) for generating motivation in learning English integrated in a non-linguistic subject: Mozaik VR ® Human body game

Finding and keeping motivation for learning a foreign language (L2) is challenging, particularly for multilingual young learners. However, the incorporation of digital tools into their educational context has made L2 learning more motivating, as educators effectively utilize engaging digital games a...

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Detalles Bibliográficos
Autor: Fernández Romero, Raquel
Tipo de recurso: tesis de maestría
Fecha de publicación:2023
País:España
Institución:Universitat Oberta de Catalunya (UOC)
Repositorio:O2, repositorio institucional de la UOC
OAI Identifier:oai:openaccess.uoc.edu:10609/148506
Acceso en línea:http://hdl.handle.net/10609/148506
Access Level:acceso abierto
Palabra clave:aprendizaje basado en juegos digitales
alumnos multilingües
AICLE
motivación
realidad virtual
digital game-based language learning
multilingual learners
CLIL
motivation
virtual reality
Virtual reality -- TFM
Realitat virtual -- TFM
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spelling Virtual Reality (VR) for generating motivation in learning English integrated in a non-linguistic subject: Mozaik VR ® Human body gameFernández Romero, Raquelaprendizaje basado en juegos digitalesalumnos multilingüesAICLEmotivaciónrealidad virtualdigital game-based language learningmultilingual learnersCLILmotivationvirtual realityVirtual reality -- TFMRealitat virtual -- TFMFinding and keeping motivation for learning a foreign language (L2) is challenging, particularly for multilingual young learners. However, the incorporation of digital tools into their educational context has made L2 learning more motivating, as educators effectively utilize engaging digital games and computer-generated environments. The rapid advancement of these tools allows for the effective creation and implementation of immersive virtual reality (VR) technologies in educational settings. Despite the multiple benefits of this immersive technology in the L2 field, studies on its application in early education are limited. This project explores the influence that game-based VR tools have on young language learners’ motivation and input uptake. It also assesses the affordances and limitations of VR for L2 learning and teaching. Using quantitative and qualitative methods, the impact VR has on the learning process over digital traditional teaching methods would be determined. To do so, a series of game-based activities would be implemented in Natural Science as a non-linguistic subject. The findings deriving from pre- and post-tests and motivational questionnaires may suggest that VR tools have a beneficial impact on motivation. This study seeks to demonstrate that VR is an effective and inclusive tool to enhance learning conditions and positively influence students’ perceptions towards learning English.Mantener la motivación en el aprendizaje de una lengua extranjera (L2) supone un reto, especialmente para los alumnos multilingües en etapas tempranas. Sin embargo, la incorporación de herramientas digitales en su contexto educativo ha hecho que el aprendizaje de idiomas sea más motivador, ya que los educadores utilizan los juegos como los entornos digitales. El rápido avance de estas herramientas permite la creación e implementación efectiva en entornos educativos de la realidad virtual (RV). A pesar de los múltiples beneficios de esta tecnología inmersiva, los estudios sobre su aplicación en etapas educativas tempranas son limitados. Este proyecto explora la influencia que los juegos basados en herramientas de RV tienen en la motivación y asimilación del input entre alumnos de primaria. Además, evalúa el potencial y las limitaciones de estas herramientas aplicadas a la enseñanza y aprendizaje de idiomas. Mediante métodos cuantitativos y cualitativos, se determinaría el impacto que la RV tiene sobre el proceso de aprendizaje en comparación con métodos tradicionales digitales. Para ello, se aplicarían actividades basadas en el juego sobre contenido no lingüístico: Ciencias Naturales. Los posibles resultados del pre- y post-test, así como de los cuestionarios sobre la motivación sugerirían que la RV sería una herramienta efectiva e inclusiva para mejorar las condiciones de aprendizaje e influir positivamente en las percepciones que el alumnado tiene sobre el inglés.Universitat Oberta de Catalunya (UOC)granena, giselaAment, Jennifer Rose202320232023info:eu-repo/semantics/masterThesisapplication/pdfapplication/pdfhttp://hdl.handle.net/10609/148506reponame:O2, repositorio institucional de la UOCinstname:Universitat Oberta de Catalunya (UOC)InglésCC BY-NC-NDhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/info:eu-repo/semantics/openAccessoai:openaccess.uoc.edu:10609/1485062026-05-28T12:42:01Z
dc.title.none.fl_str_mv Virtual Reality (VR) for generating motivation in learning English integrated in a non-linguistic subject: Mozaik VR ® Human body game
title Virtual Reality (VR) for generating motivation in learning English integrated in a non-linguistic subject: Mozaik VR ® Human body game
spellingShingle Virtual Reality (VR) for generating motivation in learning English integrated in a non-linguistic subject: Mozaik VR ® Human body game
Fernández Romero, Raquel
aprendizaje basado en juegos digitales
alumnos multilingües
AICLE
motivación
realidad virtual
digital game-based language learning
multilingual learners
CLIL
motivation
virtual reality
Virtual reality -- TFM
Realitat virtual -- TFM
title_short Virtual Reality (VR) for generating motivation in learning English integrated in a non-linguistic subject: Mozaik VR ® Human body game
title_full Virtual Reality (VR) for generating motivation in learning English integrated in a non-linguistic subject: Mozaik VR ® Human body game
title_fullStr Virtual Reality (VR) for generating motivation in learning English integrated in a non-linguistic subject: Mozaik VR ® Human body game
title_full_unstemmed Virtual Reality (VR) for generating motivation in learning English integrated in a non-linguistic subject: Mozaik VR ® Human body game
title_sort Virtual Reality (VR) for generating motivation in learning English integrated in a non-linguistic subject: Mozaik VR ® Human body game
dc.creator.none.fl_str_mv Fernández Romero, Raquel
author Fernández Romero, Raquel
author_facet Fernández Romero, Raquel
author_role author
dc.contributor.none.fl_str_mv granena, gisela
Ament, Jennifer Rose
dc.subject.none.fl_str_mv aprendizaje basado en juegos digitales
alumnos multilingües
AICLE
motivación
realidad virtual
digital game-based language learning
multilingual learners
CLIL
motivation
virtual reality
Virtual reality -- TFM
Realitat virtual -- TFM
topic aprendizaje basado en juegos digitales
alumnos multilingües
AICLE
motivación
realidad virtual
digital game-based language learning
multilingual learners
CLIL
motivation
virtual reality
Virtual reality -- TFM
Realitat virtual -- TFM
description Finding and keeping motivation for learning a foreign language (L2) is challenging, particularly for multilingual young learners. However, the incorporation of digital tools into their educational context has made L2 learning more motivating, as educators effectively utilize engaging digital games and computer-generated environments. The rapid advancement of these tools allows for the effective creation and implementation of immersive virtual reality (VR) technologies in educational settings. Despite the multiple benefits of this immersive technology in the L2 field, studies on its application in early education are limited. This project explores the influence that game-based VR tools have on young language learners’ motivation and input uptake. It also assesses the affordances and limitations of VR for L2 learning and teaching. Using quantitative and qualitative methods, the impact VR has on the learning process over digital traditional teaching methods would be determined. To do so, a series of game-based activities would be implemented in Natural Science as a non-linguistic subject. The findings deriving from pre- and post-tests and motivational questionnaires may suggest that VR tools have a beneficial impact on motivation. This study seeks to demonstrate that VR is an effective and inclusive tool to enhance learning conditions and positively influence students’ perceptions towards learning English.
publishDate 2023
dc.date.none.fl_str_mv 2023
2023
2023
dc.type.none.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
dc.identifier.none.fl_str_mv http://hdl.handle.net/10609/148506
url http://hdl.handle.net/10609/148506
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv CC BY-NC-ND
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv CC BY-NC-ND
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universitat Oberta de Catalunya (UOC)
publisher.none.fl_str_mv Universitat Oberta de Catalunya (UOC)
dc.source.none.fl_str_mv reponame:O2, repositorio institucional de la UOC
instname:Universitat Oberta de Catalunya (UOC)
instname_str Universitat Oberta de Catalunya (UOC)
reponame_str O2, repositorio institucional de la UOC
collection O2, repositorio institucional de la UOC
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,300719

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