TEACHING ITALIAN THROUGH VIRTUAL REALITY AND DIGITAL GAMES: FROM PREPARING BUCATINI TO SHOPPING AT THE PRATI MARKET.
In this piece, we present theoretical and practical information used to incorporate Virtual Reality technology into the Italian curriculum at the University of Arkansas. We briefly discuss the "how" and "why" of Virtual Reality (VR) in the Italian program, demonstrating how VR permeates the language...
| Published in: | Annali d'Italianistica Vol. 43; pp. 461 - 494 |
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| Main Authors: | , |
| Format: | Article |
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Annali d'Italianistica, Inc.
2025
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=189584485&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 189584485 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 07417527 8RKP jtl: Annali d'Italianistica issn: 07417527 maglogo: N pubinfo: dt: 2025 vid: 43 pid: 50921 pub: Annali d'Italianistica, Inc. artinfo: ui: 189584485 10.65266/tgdz4172 ppf: 461 ppct: 33 formats: fmt: @attributes: type: P size: 12.6MB tig: atl: TEACHING ITALIAN THROUGH VIRTUAL REALITY AND DIGITAL GAMES: FROM PREPARING BUCATINI TO SHOPPING AT THE PRATI MARKET. aug: au: CALABRETTA-SAJDER, RYAN DEVICH, CLAUDIA affil: University of Arkansas su: Virtual reality Second language acquisition Cultural relations Italian language University of Arkansas (System) Video games Contextual learning Academic motivation Social processes sug: subj: Virtual reality Second language acquisition Cultural relations Italian language University of Arkansas (System) Video games Contextual learning Academic motivation Social processes keyword: game-based learning Italian grammar Italian vocabulary Scholarship of Teaching and Learning (SoTL) task-based learning Virtual Reality ab: In this piece, we present theoretical and practical information used to incorporate Virtual Reality technology into the Italian curriculum at the University of Arkansas. We briefly discuss the "how" and "why" of Virtual Reality (VR) in the Italian program, demonstrating how VR permeates the language curriculum through a series of connected, task-based learning modules that incorporate authentic materials (places, spaces, language, and culture). We also analyze its successful integration, utilizing linguistic and cultural evidence (quantitative results), and explore the effect on students' learning and motivation (qualitative results). This contribution concludes with advice on how to adopt VR in a language curriculum. In addition, the advantages and disadvantages, including challenges concerning the adoption of VR will also be addressed. We will also share how VR can be used to address diversity, equity, and inclusion goals. In the end, student pre- and post-surveys and future directions for the project will be highlighted. We conclude that students learn as much, if not more, through the Virtual Reality setting and, afterwards, are also highly motivated to continue studying Italian on-campus and abroad. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Annali d'Italianistica is the property of Annali d'Italianistica, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Annali d'Italianistica holder: Annali d'Italianistica, Inc. dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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