virtualimmersiontheroleofcaveandpctechnology.docVIP

Virtual immersion: The role of CAVE and PC technology Abstract: Given the reality that they are ubiquitous in everyday life, researchers (Goodwin-Jones, 2005; Purushotma, 2005) are realizing the potential of making use of computer games in the second language classroom. In the current paper, we situate virtual reality (VR) technology within an L2 pedagogical framework and argue that it is a viable resource for enabling students to experience the target culture in ways that are impossible through the use of other technologies. In addition, we compare the effectiveness of two VR environments (CAVE and PC technology) on a variety of measures of student engagement: cultural awareness, collaboration, and overall experience. We argue that although the CAVE technology is perhaps the more exciting medium, its exorbitant cost and large scale make it an impossible prospect for most schools. The PC version of the game is readily accessible, can be run at no additional cost to the end user, and provides a positive experience for students. Introduction Despite educators’ misgivings, computer games may be the next important trend in language learning technology (Chun, 2007; Goodwin-Jones, 2005; Purushotma, 2005). Simpson (2005) states that “games are empowering, motivating, individualized differentiated learning environments with set rules which value the efforts of the individual” (20). Buckingham (2006) reports that computer games represent the fastest-growing sector of the media and entertainment industries (p. 79), and the National Institute on Media and the Family (2006) cites research showing that 83% of 8 to 18-year-olds have at least one video game player (e.g., PlayStation, XBox, Wii) in their homes. Given the prevalence of video games in our students’ lives and the possibility to create and modify them to align with pedagogical goals, it behooves us as educators to bring more realistic educational, or serious, computer games into the classroom (e.g., Buckingham,