Languages are difficult to learn from a textbook. While books can teach grammar, vocabulary and syntax, they struggle with nuances of oral and spoken language. Further, without immersion, students cannot engage directly with other cultures and environments, or respond to complex situations with empathy and spontaneity. In an Australian first, Virtual Reality is overcoming these challenges in language learning by bringing cultural and real-time experiences into the classroom.
As part of the Digital Uplift, and in partnership with V-Kaiwa—a UNSW-based start-up that specialises in virtual reality experiences for language learners—the PVCE are deploying five unique Virtual Reality experiences in advanced and intermediate French, Spanish, Japanese and German in Semester 1, 2018.
Students respond creatively and realistically to real-time stimuli, problem-solve in teams (in their new language!), and move through exciting Virtual Reality experiences. They attend cultural music events, complete challenges in faraway locations, and dare to do extreme activities within fictional and safe environments. Virtual Reality creates learning experiences that are fun, interactive, and immersive, and within which students feel safe to experiment with their new language.
Q&A with: Dr. Miriam Neigert
Associate Lecturer, German Studies
School of Humanities and Languages
Faculty of Arts and Social Sciences
UNSW Sydney
What are the main differences you’ve seen in students’ engagement this semester because of the use of VR in your course?
Students were really excited whenever I announced our next VR experience. Some of them already displayed great knowledge of different types of VR and were curious about how everything worked and how they could use their German skills.
How did VR impact your course delivery?
Together with other language colleagues and with the support of V-Kawa, I was able to align the VR experiences to the course’s language learning outcomes this semester and adapt it to the level of my students in the Intermediate German classes.
How did using VR support your course learning outcomes?
The VR learning experiences expanded the students’ vocabulary and gave them an opportunity to apply their receptive (listening and reading) skills in a completely different environment. Making suggestions, discussing ideas, disagreeing and agreeing with others were essential learning outcomes of this course and the first two VR scenes provided for that very well! The last cultural VR scene was not part of this semester’s textbook but nevertheless a valuable addition to the curriculum. The textbooks I have used so far, have neglected Christmas and Christmas markets to some extent.