Game · Prototype
VR Learning Game
A single-player low-immersion VR prototype for situational Chinese language practice.
Overall
This single-player low-immersion virtual reality (VR) game prototype is designed to provide learners with situational practice of their language knowledge and skills. In this game, learners build upon prior Chinese language knowledge through exploration in the virtual environment and by listening to and reading conversations among NPCs.
The game is designed for learners who have learned time in Chinese and know the structure of a simple three-part sentence (subject + verb + object). At this stage, using time as an added detail to enrich a sentence should be an easy next step according to the zone of proximal development (Kinginger, 2002). Transportation and location words may be unfamiliar, so relevant images are presented with labels to support vocabulary comprehension and retention, following dual coding theory (Paivio & Clark, 2006). NPC conversations follow a repetitive sentence structure to support comprehension and model how learners can create similar sentences.
The video below demonstrates one of two scenarios developed on CoSpaces, a platform for creating VR experiences. Following this model, more scenes can be designed for a wider range of language knowledge and skills.
Download demo (MP4) Download demo (WebM)
References
Kinginger, C. (2002). Defining the zone of proximal development in US foreign language education. Applied Linguistics, 23(2), 240–261. https://doi.org/10.1093/applin/23.2.240
Paivio, A., & Clark, J. M. (2006). Dual coding theory and education. Pathways to literacy achievement for high poverty children, 1–20.