Creating new learning environments in virtual reality: Perceptions of English student-teachers
This article focuses on pre- and in-service English teachers’ perceptions of the educational potential of virtual reality (VR). We consider VR as an educational device inscribed in embodied cognition theories and enhancing learners’ engagement and motivation through immersion and sensory-motor agenc...
Tallennettuna:
| Julkaisussa: | URI:https://journals.openedition.org/alsic, |
|---|---|
| Päätekijä: | |
| Aineistotyyppi: | Article ou chapitre numérique |
| Kieli: | Anglais |
| Julkaistu: |
Alsic
2024
|
| Aiheet: | |
| Linkit: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| id |
openedition-oai:revues.org:alsic_7477 |
|---|---|
| record_format |
openedition |
| spelling |
openedition-oai:revues.org:alsic_7477 https://doi.org/10.4000/12bna urn:doi:10.4000/12bna en https://journals.openedition.org/alsic/7477 2024-11-04T01:00:00Z info:eu-repo/semantics/openAccess article info:eu-repo/semantics/article urn:handle:20.500.13089/12bna https://creativecommons.org/licenses/by-nc-nd/4.0/ Creating new learning environments in virtual reality: Perceptions of English student-teachers Alsic Adalsic info:eu-repo/semantics/reference/issn/1286-4986 URI:https://journals.openedition.org/alsic Privas-Bréauté, Virginie teacher training language learning learning environment English cognition virtual reality apprentissage des langues enseignement aux adultes anglais cognition réalité virtuelle formation de formateurs This article focuses on pre- and in-service English teachers’ perceptions of the educational potential of virtual reality (VR). We consider VR as an educational device inscribed in embodied cognition theories and enhancing learners’ engagement and motivation through immersion and sensory-motor agency in teaching/learning situations. After pedagogical experiments with master’s degree students in English teaching/learning, the latter were asked to share their perceptions of VR in the context of language education. The data includes responses to pre- and post-intervention questionnaires as well as photos and videos taken during the trials of VR headsets and will shed light on the progress that still needs to be made if VR is used in language education. Cet article met en lumière les perceptions du potentiel pédagogique de la réalité virtuelle (RV) par les enseignants d’anglais en formation et en activité. Nous considérons la RV comme un dispositif pédagogique qui s’inscrit dans les théories de la cognition incarnée et qui, à travers l’immersion et l’agentivité sensori-motrice dans des situations d’enseignement/apprentissage, facilite l’engagement et la motivation des utilisateurs. Après des expérimentations pédagogiques menées avec des étudiants en master MEEF (métiers de l’enseignement, de l’éducation et de la formation), mention second degré, parcours anglais, ces derniers ont été amenés à partager leurs perceptions de la RV en tant que dispositif d’apprentissage/enseignement des langues. Les données analysées comprennent les réponses aux pré- et post-questionnaires, ainsi que des photos et des vidéos prises pendant les essais des casques de RV, et mettront en évidence les progrès qu’il reste à faire si l’on souhaite introduire la RV en classe de langue. |
| collection |
OpenEdition Journal |
| language |
Anglais |
| format |
Article ou chapitre numérique |
| building |
0/Bibliothèque numérique/ 1/Bibliothèque numérique/OpenEdition Journals/ |
| topic |
teacher training language learning learning environment English cognition virtual reality apprentissage des langues enseignement aux adultes anglais cognition réalité virtuelle formation de formateurs |
| spellingShingle |
teacher training language learning learning environment English cognition virtual reality apprentissage des langues enseignement aux adultes anglais cognition réalité virtuelle formation de formateurs Privas-Bréauté, Virginie Creating new learning environments in virtual reality: Perceptions of English student-teachers |
| description |
This article focuses on pre- and in-service English teachers’ perceptions of the educational potential of virtual reality (VR). We consider VR as an educational device inscribed in embodied cognition theories and enhancing learners’ engagement and motivation through immersion and sensory-motor agency in teaching/learning situations. After pedagogical experiments with master’s degree students in English teaching/learning, the latter were asked to share their perceptions of VR in the context of language education. The data includes responses to pre- and post-intervention questionnaires as well as photos and videos taken during the trials of VR headsets and will shed light on the progress that still needs to be made if VR is used in language education. |
| author |
Privas-Bréauté, Virginie |
| author_facet |
Privas-Bréauté, Virginie |
| author_sort |
Privas-Bréauté, Virginie |
| title |
Creating new learning environments in virtual reality: Perceptions of English student-teachers |
| title_short |
Creating new learning environments in virtual reality: Perceptions of English student-teachers |
| title_full |
Creating new learning environments in virtual reality: Perceptions of English student-teachers |
| title_fullStr |
Creating new learning environments in virtual reality: Perceptions of English student-teachers |
| title_full_unstemmed |
Creating new learning environments in virtual reality: Perceptions of English student-teachers |
| title_sort |
creating new learning environments in virtual reality: perceptions of english student-teachers |
| publisher |
Alsic |
| publishDate |
2024 |
| container_title |
URI:https://journals.openedition.org/alsic |
| url |
https://ezproxy.univ-orleans.fr/login?url=https://doi.org/10.4000/12bna https://ezproxy.univ-orleans.fr/login?url=https://journals.openedition.org/alsic/7477 |
| _version_ |
1877292245020835840 |