RT book part
T1 A Virtual Reality App Created with CoSpaces: Student Perceptions and Attitudes
T2 Una aplicación de realidad virtual creada con CoSpaces: Percepciones y actitudes de los estudiantes
A1 Valero Franco, Concepción
A1 Berns, Anke
A2 Estadística e Investigación Operativa
A2 Filología Francesa e Inglesa
K1 Virtual reality
K1 educational technology
K1 university studies
K1 language teaching
AB This chapter explores the potential of end-user development (EUD) tools to create virtual reality (VR)-based learning environments that are easy to use, engaging and effective in supporting foreign language acquisition. With this purpose in mind, the authors have designed a VR app (360° Sightseeing Tour) employing CoSpaces. This freely available EUD tool can be downloaded by any stakeholder from the official CoSpaces website. Unlike other popular virtual learning platforms such as OpenSim or Second Life, which have been used for decades to support language learning, Cospaces does not require any programming knowledge. CoSpaces could offer unprecedented opportunities to create novel, immersive, effective and engaging learning environments aligned with teachers’ needs. A case study was run to explore the educational and motivational potential of VR apps created with CoSpaces. During the case study, the authors asked 72 beginner German language learners (A1 level, CEFR) from a Spanish University to participate in a virtual sightseeing tour using the VR 360° Sightseeing Tour app. The app was designed based on Krashen’s natural approach and aimed at supporting students, especially during autonomous language learning beyond the classroom, fostering their vocabulary acquisition and comprehension skills. The results from the analysis suggest that EUD tools such as CoSpaces could offer teachers new opportunities to create VR environments that are engaging as well as effective learning tools, supporting immersive, contextualized and explorative learning, all said to benefit especially vocabulary acquisition. The results further suggest that EUD tools and VR apps, as used for the current case study, entail valuable potential to address several ethical issues related to pedagogy, the digital divide and inclusiveness.
PB Taylor and Francis
SN 9781032354286
YR 2023
FD 2023-11
LK http://hdl.handle.net/10498/34736
UL http://hdl.handle.net/10498/34736
LA eng
DS Repositorio Institucional de la Universidad de Cádiz
RD 21-sep-2026