James York
Meiji University
About
Associate Professor at Meiji University || York Game Lab founder || Ludic Language Pedagogy editor || #games #play #pedagogy #PICO-8 #PETSCII #chiptuneSessions
Poster Session Developing an AI-Powered VR Chatbot for Immersive Medical English Training and Beyond more
This poster session will detail the design and development of an innovative AI-Powered Virtual Reality Chatbot, specifically created for English-speaking practice. The VR simulation application aims to provide an immersive and interactive platform for EFL learners to enhance their English communication skills without a need for an English speaking human partner. This VR simulation can be applied to any speaking scenario. Here, we created a VR medical environment for the purpose of training for interviewing a patient in English, where the chatbot will play the role of the patient. The poster covers key aspects of the development process, including the integration of text-to-speech and speech-to-text technology to successfully communicate with the AI (ChatGPT) patient, the creation of the 3D VR environment, the implementation of user-friendly controls, and design decisions based on feedback from experts in medical education. Preliminary user testing results and feedback are shared, highlighting the application's potential to improve medical English proficiency, to address the lack of human speaking practice partners and to reduce language learning anxiety. Participants will have the opportunity to experience the simulation themselves.
Presentation SPACE to Play: Harnessing AI, Games, and Technology for Language Learning more
In the evolving landscape of language education, technology use is pivotal in fostering effective learning environments. This presentation delves into our book, Freedom to Play: Ludic Language Pedagogy, emphasizing technological literacy as a foundational skill for language teachers. We explore ‘ludic’ approaches to teaching — emphasizing innate playfulness — and how educators can harness it to enhance instruction. Interest in play in education is growing, with many books published in the last five years. However, theoretical expositions surpass practical implementations, leaving questions: How can language teachers play with technology? Why should we? What are the potential outcomes? We introduce a concept to create SPACE for teachers and students to experiment with technology toward gratifying experiences, sharing practical examples from our own teaching with generative AI, games, and other systems. Join us to discover how embracing a humanistic, play-based approach can transform teaching and enrich learning outcomes.
Panel presentation Game-based language learning: Different genres, different opportunities to learn more
A growing body of research demonstrates that playing games can facilitate foreign language learning in various ways. However, not all games are created equal. The games that appear most promising for language education generally present ample opportunities for learner-players to process or produce language. These games can be categorised into different genres, each of which feature distinct characteristics and involve specific sets of gameplay elements that may have significant implications for language learning outcomes (Peterson, 2013; Reinhardt, 2019). In this presentation, a panel of game-based language learning specialists will present their different research perspectives on the learning opportunities afforded by digital and analogue games of several different genres, including Minecraft (a sandbox survival game), Life is Strange (a narrative choice role-playing game), Keep Talking and Nobody Explodes (a cooperative puzzle game), and others. Panelists will also discuss the benefits and drawbacks of integrating such games into the language classroom, as well as strategies that CALL practitioners may use to supplement game-based activities in order to enhance learning outcomes. Additionally, the gamification of regular language learning tasks in order to increase learner engagement and motivation will also be considered. Input and questions from the audience will be welcomed after the discussion.
