Motivation in situated immersive games for irish language learning, a DBR approach

Abstract

This paper outlines the results of a three-year design-based research study with three separate interventions implementing a virtual reality game designed with Unity and the Oculus Rift with a specific context group of Irish language learners to explore Irish language motivation and vocabulary retention. The paper provides an overview of the key theoretical insights and developments as a result of analysis of the three design phases of the study. This study takes a situated learning theoretical approach to its implementation involving small scale context groups to refine the theory and design. A thorough literature review of situated language learning theory and game-based learning was conducted, and theory was further developed through the analysis of quantitative questionnaires about learning attitudes and vocabulary. This paper examines one context of learning so researchers can gather insights towards their own research designs to see where theoretical approaches and design decisions align in order to achieve a successful learning intervention in a multitude of learning contexts. This paper is the first study of its kind utilising virtual reality to explore its effects on the motivation of Irish language learners. The final case study found a statistically significant reduction in Irish language anxiety among participants alongside an increase in their attitude towards learning Irish. There was also 20% increase in their Irish language vocabulary retention.