Volume 3 • Issue 1 • PP: 01–09 • 2024
Immersive Learning with the Metaverse’s Environment to Increase Academic Success and Motivation in learning Arabic as a Second Language for Non-Native Speakers
Open Access & Copyright
© 2024 The Author(s). Published by ASPG. This article is licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0).
View PDF Abstract
The metaverse's environment offers a unique opportunity for immersive learning experiences that can enhance education in ways never before possible. By creating virtual environments that simulate real-world scenarios, students can actively engage with the material and practice their skills in a safe and controlled setting. This technology has the potential to revolutionize the way we learn, making education more interactive, engaging, and effective for students of all ages. The integration of the metaverse's environment into Arabic language learning can provide non-native speakers with a more engaging and interactive learning experience. By creating virtual environments that simulate real-life situations, students can practice their language skills in a more realistic and practical way. The participants were 60 learners from non-native speakers enrolled in an Arabic Language course for intermediate level in the Arabic Language Center for Non-Native Speakers at the faculty of education at Mansoura University. The findings of research found that the immersive approach could help increase students' motivation to learn Arabic as a second language, leading to greater academic success in the subject. Additionally, the use of the metaverse can also help bridge the gap between language learners and native speakers, providing opportunities for real-time communication and cultural exchange.
Keywords
References
[1] “What is immersive learning? an introduction to learn-ing in the metaverse,” Talespin, 2022.
[2] L. Jones, “6 benefits of immersive learning with the metaverse,” ViewSonic Library, 2023.
[3] John et al., “Journal of the association for information systems,” Journal of the Association for Information Systems, vol. 10, no. 2, 2009.
[4] Alanah, Deepak, and Ilze, “ACM SIGMIS database: The DATABASE for advances in information systems,” ACM SIGMIS Database, vol. 42, no. 2, 2011.
[5] Y. Fang and H. Huan-sheng, “Chinese journal of en-gineering,” Chinese Journal of Engineering, vol. 44, 2022.
[6] S. Mystakidis and V. Lympouridis, “Immersive learn-ing,” Encyclopedia, vol. 3, no. 2, pp. 396–405, 2023.
[7] Mohammad et al., “Sustainability,” Sustainability, vol. 14, no. 23, p. 15805, 2022.
[8] M. Buljan, “Transforming education with immersive learning techniques,” eLearning Industry, 2022.
[9] S. Movchan, “Immersive learning: Explained,” Raccoon Gang, 2018.
[10] “Immersive learning,” Center for Engaged Learning, 2023.
[11] “Teaching digital natives: Tips for teaching generation z students,” UMass Global, 2023.
[12] “Generation z defined: The 5 characteristics of today’s students,” McCrindle, 2016.
[13] Do, Ha, and Kyunghwa, “Avatar-mediated experience in the metaverse: The impact of avatar realism on user-avatar relationship,” Journal of Environmental Psychol-ogy, 2023.
[14] Visconti, “Journal of metaverse,” Journal of Metaverse, vol. 2, 2022.
[15] D. Shin, “The actualization of meta affordances: Con-ceptualizing affordance actualization in the metaverse games,” Computers in Human Behavior, 2022.
[16] S. Mystakidis, “Encyclopedia,” Encyclopedia, vol. 2, no. 1, p. 31, 2022.
[17] “What is the metaverse? an explanation and in-depth guide,” TechTarget, 2022.
[18] A. Abrol, “7 key technologies that are powering the metaverse,” Blockchain Council, 2022.
[19] G. D. Ritterbusch and M. R. Teichmann, “Defining the metaverse: A systematic literature review,” IEEE Ac-cess, vol. 11, pp. 12 368–12 377, 2023.
[20] Veronika and Elvira, “Cognitive artificial intelligence algorithms, movement, and behavior tracking tools,” 2022.
[21] Gheorghe et al., “Psychosociological issues in human resource management,” 2022.
[22] Marek and George, “Immersive 3d technologies, spatial computing, and visual perception algorithms,” 2022.
[23] Daniel, Augmented, and Sensory, “Psychosociological issues in human resource management,” 2022.
[24] Veronika, Daniel, Data, and Customer, “Journal of self-governance and management economics,” Journal of Self-Governance and Management Economics, vol. 10, 2022.
[25] Kristina and Raluca-Stefania, “Virtual navigation and augmented reality shopping tools,” 2022.
[26] Y. Qian, J. Wang, and Y. Cai, “Revolutionizing educa-tional landscapes: A systematic review of metaverse applications, paradigms, and emerging technologies,” Cogent Education, vol. 10, no. 2, p. 2264006, 2023.
[27] N. Bhati, “Top 15 metaverse development tools,” Em-izenTech Blog, 2023.
[28] Mustafa, “Journal of theoretical and applied computer science,” Journal of Theoretical and Applied Computer Science, 2022.
[29] Nara et al., “Educational applications of metaverse: Pos-sibilities and limitations,” PMC, 2021.
[30] A. D. Samala, Usmeldi, Taali, Ambiyar, L. Bojic, Y. In-darta, D. Tsoy, M. Denden, N. Tas, U. Verawardina, and
I. P. Dewi, “Metaverse technologies in education: A sys-tematic literature review using prisma,” International Journal of Emerging Technologies in Learning, vol. 18, no. 5, pp. 231–252, 2023.
[31] L. B. Cui, C. Z. Zhu, R. Hare, and Y. Tang, “Metaedu: A new framework for future education,” Discover Artifi-cial Intelligence, vol. 3, no. 1, p. 10, 2023.
[32] C. D. Landtsheer, “A comparative summary of nine metaverse platforms,” Medium, 2023.
[33] H. Hatami, E. Hazan, H. Khan, and K. Rants, “A ceo’s guide to the metaverse,” McKinsey & Company, 2023.
[34] Yunifa and Hani, “International journal of intelligent engineering and systems,” International Journal of In-telligent Engineering and Systems, vol. 15, 2022.
[35] Muhammad, Norma, and Abdur, “Sustainability,” Sus-tainability, vol. 14, no. 23, p. 15805, 2022.
[36] Simon, “Smart cities,” Smart Cities, vol. 5, no. 3, p. 43, 2022.
[37] Dongkwang and Hyejin, “Educational technology re-search and development,” Educational Technology Re-search and Development, vol. 71, 2023.
[38] Leonel and Patrick, “Educational practices and strate-gies with immersive learning environments,” in IEEE Conference Proceedings, 2023.
[39] I. Admin, “Why immersive learning is the best way to learn a new language,” Robertson Languages, 2019.
[40] “The benefit of immersive language-learning experi-ences and how to create them,” Cambridge English, 2021.
[41] Rebecca, Carolin, and Marc, “Latin school journal,” Latin School Journal, 2021.
[42] M. Slater and S. Wilbur, “A framework for immersive virtual environments (FIVE): Speculations on the role of presence in virtual environments,” Presence, vol. 6, no. 6, pp. 603–616, 1997.
[43] Radianti et al., “A systematic review of immersive vir-tual reality applications for higher education,” Comput-ers & Education, vol. 147, p. 103778, 2020.
[44] J. P. Gee, “What video games have to teach us about learning and literacy,” Computers in Entertainment, vol. 1, no. 1, pp. 20–20, 2003.
[45] Deterding et al., “From game design elements to game-fulness: Defining gamification,” in Proceedings of CHI 2011, Vancouver, BC, Canada, pp. 2425–2428, 2011.
[46] J. Jenson and J. Aagaard, “The impact of virtual real-ity learning environments on student engagement: A review,” Journal of Educational Technology & Society, vol. 23, no. 1, pp. 1–12, 2020.
Cite This Article
Choose your preferred format
Publisher's Note
The statements, opinions, and data presented in this article are solely those of the author(s) and do not necessarily represent those of ASPG, the journal, or its editors. ASPG and the editors disclaim responsibility for any harm arising from the use of any ideas, methods, instructions, or products described in this article, to the fullest extent permitted by applicable law.