Work-in-Progress—Immersive Virtual Reality Design Considerations to Promote Learning for English Language Learners

摘要

This work-in-progress paper describes an immersive virtual reality (iVR) learning game for informal education to promote enhanced engagement, improved spatial thinking, and broader understandings of the Lehigh River watershed’s cultural history, geography, and environmental issues. Our instructional design includes game design features in addition to learning elements. We provide design guidelines for adolescents and adults who are English language learners, including (a) autonomous learning, (b) fostering learners’ use of metacognitive strategies, (c) adaptive, supportive, and motivational feedback to maintain engagement, d) sustained time on task, and e) content knowledge learning and language comprehension.