Advertisement

A framework for designing an immersive language learning environment integrated with educational robots and IoT-based toys

  • Ya-Wen Cheng
  • Yuping Wang
  • Kinshuk
  • Nian-Shing ChenEmail author
Conference paper
Part of the Lecture Notes in Educational Technology book series (LNET)

Abstract

In view of the benefits of and success in acquiring multiple languages in an immersive learning environment while young, this research aims to create an immersive language learning environment for young children to acquire multiple languages utilizing robots and IoT (Internet of Things) -based toys. This paper presents the results from the first two stages of this project aiming to develop a design framework to guide the development of such an immersive environment. Our extensive review of the relevant literature indicates that the framework should, at least, consist of five main pedagogical considerations: language input, activity design, interaction design, toy design and robot design. In each of the five dimensions, a number of key factors should also be addressed in creating an effective learning environment. The development of the design framework is to serve as a road map providing design principles and guidelines for educators and researcher to create an immersive learning environment.

Keywords

Design framework Educational robot IoT-based toys Immersive language learning environment 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Notes

Acknowledgements

This research was supported by the National Science Council, Taiwan under project numbers MOST106-2511-S-110 -002 -MY3, MOST104-2511-S-110 -009 -MY3 and MOST104-2511-S-110 -007 -MY3.

References

  1. [1] Krashen, S. D.: Principles and practice in second language acquisition. Oxford, Pergamon (1982)Google Scholar
  2. [2] Schmidt, R.:Interaction, acculturation, and the acquisition of communicative competence: A case study of an adult. Sociolinguistics and language acquisition, vol. 137, pp. 174 (1983)Google Scholar
  3. [3] Ellis, R., Ellis R. R.: The study of second language acquisition. Oxford University (1994)Google Scholar
  4. [4] Doughty, C., Williams, J.: Issues and terminology. In: Focus on form in classroom second language acquisition, Doughty, C., Williams, J. (edS.) Cambridge University Press, England, pp. 1–11 (1998)Google Scholar
  5. [5] Ellis, R.: Does form-focused instruction affect the acquisition of implicit knowledge?: A review of the research. Studies in second language acquisition, vol. 24, pp. 223–236 (2002)Google Scholar
  6. [6] Goodson, B. D., Greenfield, P. M.: The search for structural principles in children’s manipulative play: A parallel with linguistic development. Child Development, pp. 734–746 (1975)Google Scholar
  7. [7] Mueller, E., Brenner, J.: The origins of social skills and interaction among playgroup toddlers. Child Development, pp. 854–861(1977)Google Scholar
  8. [8] Fien, G.: Play and the acquisition of symbols. Katz. Current topics in early childhood education (1979)Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  • Ya-Wen Cheng
    • 1
  • Yuping Wang
    • 2
  • Kinshuk
    • 3
  • Nian-Shing Chen
    • 4
    Email author
  1. 1.Department of Information ManagementNational Sun Yat-sen UniversityKaohsiungTaiwan
  2. 2.School of Humanities, Languages and Social ScienceGriffith UniversityGriffithAustralia
  3. 3.College of InformationUniversity of North TexasDentonUSA
  4. 4.Department of Applied Foreign LanguageNational Yunlin University of Science and TechnologyDouliuTaiwan

Personalised recommendations