Abstract
This paper reports on a study exploring students’ perceptions of AI-avatar interactions within a virtual reality (VR) language learning environment, Immerse. As part of a large-scale project, this research explores the impact of Immerse’s AI-powered avatars on the educational experience of 54 high school participants. Based on students’ attitudes and opinions expressed in post-use surveys, findings reveal a positive experience. The majority of students expressed enjoyment, being able to understand the AI chatbots, and being focused on the VR activities. Challenges, such as technical and acoustic difficulties, underscore the need for refinement in VR technology. This study contributes insights into the ongoing integration of AI-avatar role plays in VR-assisted language education.
Author Information
Tricia Thrasher, Immerse, United States
Regina Kaplan-Rakowski, University of North Texas, United States
Uliana Ovsiannikova, University of Illinois at Urbana-Champaign, United States
Justine Meyr, WASC Senior College and University Commission, United States
Ye Yuan, University of California–Santa Barbara, United States
Paper Information
Conference: WorldCALL2023
Stream: Virtual Reality / Virtual Worlds
This paper is part of the WorldCALL2023 Conference Proceedings (View)
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To cite this article:
Thrasher T., Kaplan-Rakowski R., Ovsiannikova U., Meyr J., & Yuan Y. (2024) “I Can Talk to Spanish Speakers in Illinois!”: Student Perspectives on AI-Avatar Role Plays in Virtual Reality ISSN: 2759-1182 – WorldCALL2023: Conference Proceedings https://doi.org/10.22492/issn.2759-1182.2023.18
To link to this article: https://doi.org/10.22492/issn.2759-1182.2023.18
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