Abstract:

Language learning should be supported by the material most adapted to the students (Harmer, 2001). Whereas twenty years ago, high costs, inaccessibility and the teacher-training needed were barriers to the introduction of an immersive learning system for educational purposes (Roussou, 2000), today’s landscape is far different. Hardware costs have declined, tools are easily accessible, and the technology has matured. The way we interact with technology is changing with immersive technologies and conversational platforms now being embraced (Gartner Inc., 2017). The combination of these two allows for the creation of learning experiences that mirror reality, providing the learner with authentic contexts making the language learning experiential (Blyth, 2018).

In the language acquisition literature both the use of video and that of immersive systems, including virtual reality, are widely covered although generally as separate subjects (Harmer, 2001; Mikropoulos & Natsis, 2011). The 360° video technology, which is at the intersection of the afore-mentioned technologies, is also the subject of considerable research in a variety of domains yet surprisingly with the exception of second language acquisition (SLA) (Argyriou, Economou, Bouki, & Doumanis, 2016; Broeck, Kawsar, & Schöning, 2017; Chen, 1995).

This paper presents findings from a pilot study on the use of 360° video learning environments for SLA in the context of a private language school practicing an in-context method for teaching English as a second language. Prior to the field study and using a design science approach driven by the Pantelidis (2010) and Fowler (2015) guidelines, the Interactive Immersion Learning System 360° (IILS360°) was designed, prototyped and tested using students at the school in question. A case study method was adopted using in-depth interviews with the school’s teachers (n=6) and focus groups (n=4) with the students. The IILS360° evolved iteratively during its development. A final evaluation, based on Venkatesh, Thong, and Xu’s (2012) Unified theory of acceptance and use of technology from a consumer perspective (UTUAT2), was carried out also using a student focus group.

The IILS360° system uses high potential technology which, taking pedagogy as its starting point, allows for the incorporation of relevant technological features. The combination of 360° videos and Speech-to-Text offers highly interactive and immersive functionalities that involve movement and oral expression. In its final iteration, the IILS360° drew on the focus groups’ input to provide students with an immersive learning experience. Initial findings showed strong learner interest in IILS360°. It was found not only useful for learning English but also fun. The use of a head-mounted display (HMD) with a mobile device was seen to have both advantages and drawbacks. The immersive aspect, surrounding the learner in an authentic environment in which he is active, was seen as very positive. On the other hand, the level of user effort required and the need for outside guidance in order to use the system correctly are both seen as drawbacks. Overall the area is seen as promising and areas for future research, development and classroom implementation are discussed.

Keywords:

Second language acquisition, 360° video, virtual reality.