[14] When iVR Meets AI: Practices and Challenges for Language Educators

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When iVR Meets AI: Practices and Challenges for Language Educators

This chapter is part of: Chapelle, C. A., Beckett, G. H., & Ranalli, J. (Eds.). (2024). Exploring artificial intelligence in applied linguistics. Iowa State University Digital Press. https://doi.org/10.31274/isudp.2024.154.

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Description
Increasing developments in educational technology have redefined language pedagogies through the use of digital tools enabling multi-user interactivity and content creation. Given the increasing use of AI in task-oriented language practices, there is a need to train language teachers to use AI in contextualized linguistic practices. These competencies can be supported by preparing language teachers to use AI with immersive Virtual Reality (iVR) for classroom-based language activities. However, the literature lacks inquiries on language activities grounded on AI and iVR-based collaborative group work. Attempting to bridge this gap, this study presents the results of interventions using the iVR platform Workrooms and ChatGPT conducted at the University of Arizona with language educators attending a professional development course on educational technologies. Data collected from observations of teachers’ activities and a post-activity questionnaire provides methodological suggestions for integrating VR and AI in language learning contexts. This contribution gives indications of the technological skill sets necessary to teach and learn languages with AI and iVR needed to socially and professionally interact in an increasingly digital world.

Description

Increasing developments in educational technology have redefined language pedagogies through the use of digital tools enabling multi-user interactivity and content creation. Given the increasing use of AI in task-oriented language practices, there is a need to train language teachers to use AI in contextualized linguistic practices. These competencies can be supported by preparing language teachers to use AI with immersive Virtual Reality (iVR) for classroom-based language activities. However, the literature lacks inquiries on language activities grounded on AI and iVR-based collaborative group work. Attempting to bridge this gap, this study presents the results of interventions using the iVR platform Workrooms and ChatGPT conducted at the University of Arizona with language educators attending a professional development course on educational technologies. Data collected from observations of teachers’ activities and a post-activity questionnaire provides methodological suggestions for integrating VR and AI in language learning contexts. This contribution gives indications of the technological skill sets necessary to teach and learn languages with AI and iVR needed to socially and professionally interact in an increasingly digital world.

Details

Published	Published By	Pages	DOI
July 31, 2024	Iowa State University Digital Press	19	10.31274/isudp.2024.154.14
License Information
©2024 The authors. Published under a CC BY license.
Citation
Compagnoni, I. (2024). When iVR meets AI: Practices and challenges for language educators. In C. A. Chapelle, G. H. Beckett, & J. Ranalli (Eds.), Exploring artificial intelligence in applied linguistics (pp. 243–261). Iowa State University Digital Press. https://doi.org/10.31274/isudp.2024.154.14