Learning Icelandic Language and Culture in Virtual Reykjavik: Starting to Talk [Konferenzbericht] Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016).

Autor/inn/en	Bédi, Branislav; Arnbjörnsdóttir, Birna; Vilhjálmsson, Hannes Högni; Helgadóttir, Hafdís Erla; Ólafsson, Stefán; Björgvinsson, Elías
Titel	Learning Icelandic Language and Culture in Virtual Reykjavik: Starting to Talk [Konferenzbericht] Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016).
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Second Language Learning; Indo European Languages; Video Games; Second Language Instruction; Computer Simulation; Mixed Methods Research; Pilot Projects; Learning Experience; Questionnaires; Interviews; Video Technology; Nonverbal Communication; Oral Language; Foreign Countries; Iceland + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Indoeuropäisch; Video game; Videospiel; Videospiele; Fremdsprachenunterricht; Computergrafik; Computersimulation; Pilot project; Modellversuch; Pilotprojekt; Lernerfahrung; Fragebogen; Interviewing; Interviewtechnik; Non-verbal communication; Nonverbale Kommunikation; Oral interpretation; Mündlicher Sprachgebrauch; Ausland; Island
Abstract	This paper describes how beginners of Icelandic as a foreign and second language responded to playing the first scene in Virtual Reykjavik, a video game-like environment where learners interact with virtual characters--Embodied Conversational Agents (ECAs). This game enables learners to practice speaking and listening skills, to learn about the language and culture by solving various tasks. A mixed-method pilot study examined how six learners responded. The results were divided into how learners perceived (1) playing the game in general; (2) interaction with virtual characters; (3) multimodal behaviour of the virtual characters, in particular the speech, facial expressions, hand gestures and body movements; and (4) what the game helped them learn. In conclusion, some learners reported they learned to start speaking in Icelandic and that the spoken behaviour of virtual characters resembled real Icelanders. [For the complete volume of short papers, see ED572005.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01