Full Answer Section

1. i) Pedagogical Approaches and Deep Meaningful Learning

Pedagogical Approaches:

The readings likely highlight various pedagogical approaches used with immersive technologies:

• Constructivism: Learners build knowledge by actively interacting with virtual environments, fostering exploration and discovery.
• Situated Learning: Language learning is situated in realistic contexts, improving its relevance and application.
• Collaborative Learning: Learners work together in virtual environments, enhancing communication and social interaction.
• Problem-solving Learning: Learners solve problems presented in VR/AR scenarios, requiring them to use their language skills.

Deep Meaningful Learning Domains:

The readings may indicate that immersive technologies can address various domains of deep meaningful learning:

• Cognitive: Analyzing information presented in immersive environments.
• Affective: Increased motivation and engagement through interactive experiences.
• Psychomotor: Developing pronunciation and fluency through embodied interactions.
• Metacognitive: Reflecting on learning experiences within virtual scenarios.

1. ii) Learning Activities and Conversational Framework

Learning Activities:

The readings should showcase various learning activities implemented with immersive technologies:

• Role-playing: Learners practice communication skills in simulated scenarios (e.g., ordering food in a VR restaurant).
• Simulations: Learners interact with virtual environments to practice language use (e.g., navigating a virtual city).
• Interactive Storytelling: Learners engage with branching narratives that require language choices.
• Task-based Learning: Learners complete tasks using their language skills within immersive environments (e.g., giving directions in AR).

Conversational Framework Activity Types:

Analyzing the readings, we might discover that the following activity types are most popular/effective:

• Initiating Interaction: Establishing greetings and introductions in VR scenarios.
• Maintaining Interaction: Keeping the conversation flowing through role-playing activities.
• Negotiating Meaning: Clarifying understanding and resolving communication breakdowns within simulations.
• Expressing Feelings and Opinions: Sharing personal perspectives in interactive narratives.

Synthetic Diagram:

Here’s a possible visualization (specific details may vary based on the readings):

+——————-+——————-+———————+

| Pedagogical       | Learning Activities | Conversational     |

| Approach          |                     | Framework Types     |

+——————-+——————-+———————+

| Constructivism    | Role-playing         | Initiating Interaction |

|                   | Simulations        | Maintaining Interaction|

|                   | Interactive Storytelling| Negotiating Meaning  |

| Situated Learning | Task-based Learning | Expressing Feelings   |

|                   |                     | and Opinions        |

| Collaborative     |                     |                     |

| Problem-solving    |                     |                     |

+——————-+——————-+———————+

iii) Gaps and Promising Methods

The readings might highlight potential gaps and promising unexplored methods:

Gaps:

• Limited Content Availability: Lack of readily available and high-quality language learning content for VR/AR platforms.
• Assessment Challenges: Difficulty in assessing complex language skills developed through immersive experiences.
• Technological Barriers: Access to VR/AR equipment and potential limitations for some learners due to cost or physical constraints.

Promising Methods:

• Adaptive Learning: VR/AR environments that personalize learning experiences based on individual needs and progress.
• Haptic Technology: Incorporating touch sensations to enhance immersion and language learning.
• AI-powered Conversation Partners: Utilizing artificial intelligence to create virtual conversation partners for language practice.

Contrasting Findings with Studied Concepts and Theories

The exploration of immersive technologies aligns with various concepts and theories studied in language learning modules:

• Social Learning Theory: Collaborative activities in VR/AR foster learning through interaction with others.
• Zone of Proximal Development (ZPD): VR/AR environments can provide scaffolding and support for language learning, pushing learners just beyond their current capabilities.
• Communicative Competence: Immersive technologies offer opportunities to develop all aspects of communicative competence (grammatical, sociolinguistic, pragmatic).

Conclusion:

While immersive technologies are a promising addition to language learning, they are still in their early stages of development in Higher Education. Addressing existing gaps and exploring new pedagogical approaches can unlock even greater potential for deep and meaningful language learning experiences.

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