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Staging the Dematerialised Body of the Language Learner: Virtual Reality as a Promising enactive Device

Authors
  • Privas-Bréauté, Virginie
Publication Date
Jun 01, 2022
Identifiers
DOI: 10.4000/apliut.9830
OAI: oai:HAL:halshs-03843912v1
Source
HAL-SHS
Keywords
Language
English
License
Unknown
External links

Abstract

Discoveries in neuroscience have allowed actors in the educational field to anchor some of their intuitions about experiential learning (Dewey) in scientific reality. Thus, Aden studied the didactic dimension of theatrical practices in light of the enaction paradigm (Varela), which is part of the research on embodied cognition. It is also in this paradigm that our research on virtual worlds (Privas-Bréauté) and the didactic potential of immersive virtual environments (IVE) in the language classroom is inscribed, through the creation of an avatar, a metaphor for the actor/learner's body. Experiments conducted with 2nd year students of a master’s degree in teacher training in English and Spanish complete the qualitative research protocol set up to understand how virtual reality, through the use of avatars, can articulate theory and practice and raise phenomenological questions about the added value of IVEs in the context of language learning/teaching (Vial, Shapiro).

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