CALICO Conference 2018 Presentation

Virtual Reality Technology ImmerseMe Software: Speaking, Interactivity, & Time. (Bajorek, 2018) CALICO 2018

ImmerseMe is a virtual reality technology (VR technology) software with automatic speech recognition (ASR) embedded into language learning lessons designed for language study. The desktop version is currently licensed to over 13,000 users (Cardwell, 2017). Created from 360 degree videos recorded from around the world, ImmerseMe provides language learners with novel opportunities to interact with pragmatically authentic situations, i.e. buying bread, reserving a room, asking for directions. Despite increasing interest and momentum in the field, there remains a dearth of studies investigating second language (L2) learning through virtual reality (Lee and Wong, 2015; Lin & Lan 2015), and even fewer examining L2 in ASR (Liakin et al., 2015). Considering the L2 affordances of ImmerseMe, what are the average minutes of use for first time and returning users? How might this focused time of spoken output and interactivity impact language learners? Time spent interacting in the target language is crucial for second language acquisition (Ellis, 2005). “Time on task” is especially important for SLA in computer-assisted language learning (CALL) environments (Blake, 2011, p. 21). In a typical classroom, L2 students are rarely provided with several instances of personalized and immediate feedback on oral production. ImmerseMe users must continually speak target utterances into the microphone to progress through lessons. ImmerseMe offers over 450+ lessons in 9 languages that range in minutes depending on lesson storyline pathways. Analyzing company backend user data, preliminary results indicate that 52% of learners used the software for 19-35 minutes during one session. Data demonstrate that sessions for returning users averaged 3 minutes less than their counterparts. Compared to a classroom setting, time immersed in individualized speaking and listening practice for 20 minutes is valuable and rare for typical language classes. These affordances and time averages suggest there is merit in L2 VR technology software as a complement to classroom language instruction.