Pedagogic Meaning-Making in Spherical Video-Based Virtual Reality – a Case Study from the EFL Classroom

Volker Eisenlauer; Diana Sosa

doi:10.16993/dfl.191

Pedagogic Meaning-Making in Spherical Video-Based Virtual Reality – a Case Study from the EFL Classroom

Designs for Learning

Volume 14 (2022): Issue 1

By: Volker Eisenlauer and Diana Sosa

Open Access

|Oct 2022

Abstract

This article explores relevant conceptual frameworks and design principles for the planning and implementation of a virtual reality (VR) learning environment in English as a foreign language (EFL) contexts. The primary focus is on what knowledge teachers need to acquire when designing and implementing a spherical video-based training world that allows English learners to experience the different phases of an oral examination in English. Therefore, the paper introduces the educational potential and affordances of spherical videos and describes structural and contextual aspects of oral examinations in English. Employing a prototype learning environment, we expand on major learning theories in spherical video-based learning and suggest best practices for the design and implementation of immersive learning experiences in EFL contexts.

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Articles in this issue

DOI: https://doi.org/10.16993/dfl.191 | Journal eISSN: 2001-7480

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Language: English

Page range: 129 - 136

Submitted on: Sep 16, 2021

Accepted on: Jul 22, 2022

Published on: Oct 14, 2022

Published by: Stockholm University Press

In partnership with: Paradigm Publishing Services

Keywords:

virtual reality,

spherical media-based learning,

learning affordances,

test anxiety,

cognitivism,

constructivism

© 2022 Volker Eisenlauer, Diana Sosa, published by Stockholm University Press
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 14 (2022): Issue 1