A realidade virtual na aprendizagem: uma ferramenta de avaliação de aplicativos educacionais em ensino de língua adicional para dispositivos HMD

Abstract

This study explores and evaluates the potential of three Virtual Reality (VR) applications for additional language teaching and learning grounded in Task-Based Language Teaching (TBLT) studies, based on the works of Pinto (2011), Skehan (1998), and Nunan (2004). The research develops and utilizes a checklist derived from models and methods for analyzing educational software (Borges, 2006; Lacerda, 2007; Martins, 2015), with assessment and validation by two experts, and is divided into four sections according to four technical and theoretical support perspectives: i) the immersiveness and interactivity of VR, based on Adams (2014); Lanier (2017); Fialho (2018); Figueiredo (2019); Lim, Lee, and Ke (2018); Grau (2003); Oliveira and Weissheimer (2015); ii) principles of Digital Game-Based Learning, referencing Passos and Behar (2011); Kapp (2012); Beavis, Thompson, and Muspratt (2017); iii) Gamification, investigated as a strategy based on Alves (2014); Burke (2015); Eugenio (2020); iv) usability criteria (Melo and Nevez, 2013). The research employs a quantitative-qualitative approach to data analysis, with theoretical support also discussed through ANOVA statistical analysis. The three VR apps are rated on the checklist from 0 to 4 on an adapted Likert scale based on their characteristics. The research was conducted in four phases: 1) Descriptive Analysis (DA), which describes the technical and pedagogical characteristics of the applications; 2) Survey with language teachers, covering the issues described in the checklist; 3) Use of ANOVA on the data to ensure greater reliability and relevance; 4) Critical Analysis, adapting Bardin's Content Analysis (2010; 2011), which qualitatively evaluates the data in light of relevant areas. The conclusions after the analysis were: a) customizing VR content is challenging; b) voice recognition with immediate feedback is promising; c) gamification in VR language apps is limited; d) continuous assessment and user engagement are essential.