Promoting metacognition in immersive cultural learning environments

Abstract

Metacognition, defined as active control over cognitive processes during learning, is a critical component in the development of intercultural competence. Progression through stages of intercultural development requires self-assessment, self-monitoring, predictive, planning, and reflection skills. Modern virtual learning environments now provide a level of immersion that enable meaningful practice of cultural skills, both in terms of visual and experiential fidelity. This paper discusses their potential role in intercultural training, and the use of intelligent tutoring and experience manipulation techniques to support metacognitive and intercultural development. Techniques for adapting the behaviors of virtual humans to promote cultural learning are discussed along with the role of explicit feedback. The paper concludes with several suggestions for future research, including the use of existing intercultural development metrics for evaluating learning in immersive environments and on the balance between implicit and explicit feedback to establish optimal conditions for acquiring intercultural competence. © 2009 Springer Berlin Heidelberg.