Realidad virtual en enseñanza lingüística a inmigrantes
Virtual reality in language teaching to immigrants
Abstract (en)
This study aims to evaluate the opportunities and limitations that virtual reality can provide in language teaching to immigrants, using situations of everyday life where meanings of cultural contexts are worked in a transversal way. In order to develop this virtual reality tool, a co-creation methodology has been used in which two types of end users have been involved. On the one hand, we have immigrants and refugees, and on the other, teachers and facilitators. These participants will use the tool in three different locations in Europe: Catalonia, Germany and Greece.
To evaluate the opportunities and limitations, a mixed qualitative and quantitative methodology will be used, in which end-users will be interviewed and a questionnaire will be administered in order to collect their assessment. In this methodology, the analysis of the responses from the users' perspective is essential for continuous improvement.
This research is part of the European project WELCOME (Multiple Intelligence Conversation Agent Services for Reception, Management and Integration of Third Country Nationals in the EU), which seeks to use technology to support the reception and integration of immigrants in Europe. The results obtained in this study will help developers involved in the project to improve the technology and virtual reality, making it more accessible, user-friendly and useful for immigrants as a tool for language acquisition in real situations.
Abstract (es)
El presente estudio tiene como objetivo evaluar las oportunidades y limitaciones que la realidad virtual puede aportar en la enseñanza lingüística a los inmigrantes, empleando situaciones de la vida cotidiana donde se trabajan de manera transversal significados de los contextos culturales. Para desarrollar esta herramienta de realidad virtual se ha contado con una metodología de cocreación en la que se ha involucrado a usuarios finales de dos tipos. Por un lado, se tiene a inmigrantes y refugiados, y, por el otro, a profesores y facilitadores. Estos actores usarán la herramienta en tres lugares diferentes de Europa: Cataluña, Alemania y Grecia.
Para evaluar las oportunidades y limitaciones se empleará una metodología mixta, cualitativa y cuantitativa, en la que se harán entrevistas a los usuarios finales y se realizará un cuestionario con el objetivo de recoger su valoración. En esta metodología, el análisis de las respuestas desde la perspectiva de los usuarios es fundamental para mejorar de manera constante.
La presente investigación forma parte del proyecto europeo WELCOME (Mutiple Intelligence Conversation Agent Services for Reception, Management and Integration of Third Country Nationals in the EU), que busca emplear la tecnología para apoyar en la recepción e integración de los inmigrantes en Europa. Los resultados obtenidos en el presente estudio servirán a los desarrolladores vinculados al proyecto para ir mejorando la tecnología y la realidad virtual haciéndola más accesible, amigable y útil para los inmigrantes como herramienta de adquisición del idioma en situaciones reales.
References
Berns, A. y Reyes-Sánchez, S. (2021). A Review of Virtual Reality-Based Language Learning Apps. RIED. Revista Iberoamericana de Educación a Distancia, 24(1), 159-177. http://dx.doi.org/10.5944/ried.24.1.27486
Moreno, N.M., Leiva, J.J., Galván, M.C., López, E. y García, F.J. (2017). Realidad aumentada y realidad virtual para la enseñanza-aprendizaje del inglés desde un enfoque comunicativo e intercultural. En RuizPalmero, J., Sánchez-Rodríguez, J. y Sánchez-Rivas, E. (Edit.). Innovación docente y uso de las TIC en educación. UMA Editorial.
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