Immersive English Learning Environment
As language learning became essential in global communications, there are now many English language learners (ELLs) in and outside the US. Accordingly, there has been much research that focuses on improving teaching and learning English as a second or foreign language (Cooper & McIntyre, 1996; Albiladi & Alshareef, 2019). Although both learners of English as a second language (ESL) and English as a foreign language (EFL) seem to be the same and share similar learning experiences, there are several notable differences. One such difference is that EFL learners, who study English outside the English-speaking countries, have much more limited access to real-world experiences of using English.
It is widely known that repeated practice of using the target language is critical to language acquisition (Larson-Freeman, 2012; Duff, 2000). However, EFL learners have difficulty in practicing the use of English as they are not exposed to the environment where they can frequently test and apply their linguistic knowledge to the real-world situations. Thus, Outer World aims to improve and facilitate the learning experiences of EFL learners by providing a place where they can learn practical uses of English within an array of real-world scenarios. This immersive learning environment will allow EFL learners to try out their English knowledge and skills without the expensive cost of traveling abroad.
EFL learners outside English-speaking countries
As stated above, it is difficult for EFL learners to have real-world experiences as they learn English. In many cases, EFL learners outside of English-speaking countries often struggle to have strong motivations to study English as it is difficult for them to have opportunities to practice English in their day-to-day interactions. This is particularly true for those who are just beginning to learn English. As there is less or no chance for them to use English in daily conversations, they tend to focus on learning grammar and memorizing vocabulary. This becomes a huge obstacle for them to learn English, not only because it's difficult but also because it's not fun at all. Studying a foreign language without any interaction with others greatly impedes learning and hinders learners from making any progress.
Therefore, Outer World is primarily designed to support those with beginner- or medium-level English proficiency to learn English. Our missions are to make English fun and motivate EFL learners to persist in their English language learning. Outer World will provide a space where EFL learners can actively engage in real-world based scenarios with a high degree of freedom. It is more than memorizing vocabulary and phrases. Learners will be able to learn practical uses of English by interacting with every piece of this online world, including having conversations with non-player AI agents about diverse topics related to the real world we are currently living in. In addition to providing this immersive learning environment, Outer World’s approach to design includes game-based learning strategies to motivate learners, such as challenge and reward systems. We believe this unique blend of design strategies will support EFL learners in developing their interests and motivation to learn English.
Outer World Provides real-world based immersive learning environments & scenarios
Outer World offers a space where learners can explore and interact with a unique on-screen character that they create. Each character can move around the space and choose certain real-world based scenarios in which they can interact with other non-player characters and items. Scenarios will vary based on particular situations, such as at school, the hospital, a shopping mall, grocery stores, the library, a restaurant, and so on. Learners will be able to learn how to ask for assistance at a hospital or while shopping at the mall. They can also study frequently used expressions and try them out in these real-world based scenarios.
While interacting with non-player characters or items, they can speak directly using the computer’s microphone or instead type in certain words, phrases, or sentences. There will be suggestions and recommendations offered to learners based on their requests to support their learning. AI and machine learning technology will allow each learner to have unique learning experiences, which will help learners to locate themselves in a mesmerizing learning environment.
Outer World Provides game-based learning environment
Outer World provides a game-based learning environment in which learners can enjoy playing the game while studying English at the same time. According to Plass et al. (2015), an educational game design that has three elements - challenge, feedback, and response - promotes learner engagement in both learning and playing the game. Therefore, Outer World focuses on integrating these three elements into our design. For example, learners will be given fun missions to complete while exploring real-world based scenarios. While completing those missions, learners will confront some low-stakes challenges, such as conversations with AI agents being ended if they talk about things that aren't related to the given situations. Learners will also have the opportunity to get a reward after completing each mission as feedback and response, such as an item to customize their characters or decorate their house in Outer World.
References
Albiladi, W. S., & Alshareef, K. K. (2019). Blended learning in English teaching and learning: A review of the current literature.
Journal of Language Teaching and Research, 10(2), 232-238. http://dx.doi.org/10.17507/jltr.1002.03
Cooper, P., & McIntyre, D. (1996). Effective teaching and learning: Teachers’ and students’ perspectives.
McGraw-Hill Education (UK).
Duff, P. (2000). Repetition in foreign language classroom interaction. In J. K. Hall & L. S. Verplaetse (Eds.), Second and foreign
language learning through classroom interaction (pp. 109-138). Routledge
Larsen-Freeman, D. (2012). On the roles of repetition in language teaching and learning. Applied Linguistics Review, 3(2), 195-
210. https://doi.org/10.1515/applirev-2012-0009
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of Game-Based Learning. Educational Psychologist, 50(4), 258–