Methodological Aspects of Utilization of Immersive Technologies in

Japanese Language Learning for Future Language Teachers

Olena V. Gayevska

Taras Shevchenko National University of Kyiv, 60 Volodymyrska Str., Kyiv, 01033, Ukraine

Keywords:

Immersive Technologies, Augmented Reality, Virtual Reality, Japanese Language Learning, Future Japanese

Language Teachers, Blended Learning, Oriental Languages Learning, Distance Learning.

Abstract:

The article is dedicated to methodological aspects of utilization of immersive technologies in Japanese lan-

guage learning for future language teachers. We analyzed the use of virtual and augmented reality for sup-

porting and organizing Japanese language learning for future language teachers and identiﬁcation of the main

approaches to the usage of augmented reality in language learning. It is concluded that immersive technolo-

gies provide a new paradigm of teaching materials, which has a positive impact on the formation of basic

and professional competencies of future Japanese language teachers; it can be effective when used in blended

learning that combines distance, online, traditional and self-directed learning of Oriental languages. Prospect

for further research is the creation of guidelines for the use of immersive technologies for teaching Oriental

languages at different levels of the training of future language teachers.

1 INTRODUCTION

The development of information and communication

technologies and their active use in various ﬁelds of

human activity require young people to adapt to new

ways of working, living, and interacting.

Current technologies, used for various profes-

sional activities, are of great importance for imple-

mentation in the educational process, in particular

general education institutions, and are necessary for

the competitiveness of young people in the global la-

bor market.

In this regard, immersive technologies are becom-

ing increasingly popular in education (3, 2020). Im-

mersive Technologies (ITs) are inﬂuencing many ar-

eas of human life in the 21st century: trade, tourism,

the interaction and perception of digital informa-

tion and media, science and education. Immersive

technologies are technologies that extend reality or

create a new reality by leveraging the 360° space.

Makransky and Petersen (Makransky and Petersen,

2021) note that the use of these technologies can im-

prove real-world visualization through virtual objects,

graphics, and object recognition technologies.

ITs include Virtual Reality (VR), Augmented Re-

ality (AR) and Mixed Reality (MR), which are now

https://orcid.org/0000-0001-6850-8757

used in many and varied ﬁelds – ranging from games

and entertainment; theater and live events; muse-

ums and cultural heritage; marketing, advertising and

tourism; architecture, product development and de-

sign; to simulation and health care (Buttussi and Chit-

taro, 2018).

The ITs are mostly used in education for sci-

ence classes for covering human anatomy (Anatomy

AR-VR, AR Human Anatomy, The Brain AR App,

etc.), the universe (Planets AR, EARTH AR Poster,

etc.), chemical reactions (MoleculAR, Chemistry

Augmented Reality Education Arloon, etc.) and plant

anatomy contents (Froggipeadia, Arloon Plants AR,

etc.). However, this paper deals with ITs place in for-

eign language education, in particular Japanese lan-

guage learning. Since a very limited number of ap-

plications and ITs content are available for language

education, we will describe all possible uses ITs (VR

and AR) for Japanese language learning and the ex-

perience of students.

2 THEORETICAL

BACKGROUNDS

The multifunctionality of ITs and unfamiliarity of

“virtual reality” became the impetus for the actualiza-

264

Gayevska, O.

Methodological Aspects of Utilization of Immersive Technologies in Japanese Language Learning for Future Language Teachers.

DOI: 10.5220/0012063500003431

In Proceedings of the 2nd Myroslav I. Zhaldak Symposium on Advances in Educational Technology (AET 2021), pages 264-271

ISBN: 978-989-758-662-0

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

tion of the concept of “virtual”, the rapid expansion

of its scope; the impetus for the conceptual design of

the idea of virtual reality in various ﬁelds of human

activity.

AR has great potential in the ﬁeld of language ed-

ucation (Amelina et al., 2022), as it performs such

functions as contextual visualization (that is presen-

tation of virtual information in an extended context)

and interactivity of learning (that is the embodiment

of interaction with virtual content). VR is a virtual 3D

world that allows users to get visual simulations and

feel immersed in a time and space-free environment.

The popularization of the phrase “virtual reality”

belongs to Jaron Lanier in the late 1980’s (Firth,

2013).

At the present stage of information and commu-

nication technologies (ICT) development Immersive

technologies based on VR can be represented as (ﬁg-

ure 1):

• VR with full immersion, which provides realis-

tic simulation of the virtual world with a high de-

gree of detail (for example, the game zone Virtual

Shooter);

• Partial immersion VR, consisting of VR and real-

world attributes, is performed by embodying com-

puter graphics objects in a reality scene (for exam-

ple, a ﬂight simulator) (de Oliveira et al., 2020);

• VR without immersion, related to the virtual ex-

perience with a computer, when you can control

individual characters or their actions in the soft-

ware, while the environment does not interact di-

rectly with the user (for example, World of War-

Craft, ReHabgame);

• VR with group work, which represents a three-

dimensional virtual world with elements of a so-

cial network (for example, Minecraft already has

a version of virtual reality, which is supported

by Oculus Rift and Gear VR helmets) (Monahan

et al., 2008);

• CAVE (Cave Automatic Virtual Environment),

which was developed by students of University of

Illinois in 1995, and is a three-dimensional stage

with wall projections (de Oliveira et al., 2020;

Chang et al., 2012).

The term “Augmented Reality” was created by

aircraft engineers Caudell and Mizell (Caudell and

Mizell, 1992) in 1990. They developed the head-

mounted displays as equipment for electricians to be

used during assembling complicated wiring harnesses

(Arth et al., 2015).

Nelson (Nelson, 2012) singles out augmented re-

ality as important element of “Bring your own de-

vice” (BYOD) approach, which stands for usage of

mobile devices by teachers and students in classroom

for learning purposes.

Calo et al. (Calo et al., 2015) deﬁne Augmented

Reality as “. . . a mobile or embedded technology that

senses, processes, and outputs data in real-time, rec-

ognizes and tracks real-world objects, and provides

contextual information by supplementing or replacing

human senses”.

AR is a technology that incorporates digital infor-

mation such as images, video, and audio into real-

world spaces, giving the possibility to blend virtual

environment with reality (Kiv et al., 2019). Users

of this technology have a chance to learn in immer-

sive, computer-generated environments through real-

istic sensory experiences.

The mobile AR applications can be grouped into

three categories depending on their purpose, place of

use, and usability, such as marker-based, creation-

based, and marker-less AR (ﬁgure 2).

It should also be noted that some apps in these

categories may have both creation-based and marker-

less features. However, if an app is a marker-based

one, it can’t have a marker-less AR feature because it

could only work with ﬂashcards.

We can distinguish the following types of mobile

AR (Soroko, 2021):

• marker-based, that uses a camera and a special vi-

sual marker, such as a QR code (quick response

code);

• creation-based, that uses the browser-based plat-

form allows users to upload 3D ﬁles and edit them

with comments, detailed instructions and anima-

tions via a drag-and-drop interface;

• marker-less, that uses Global Positioning System

(GPS); the most common uses are to mark desti-

nations, search for the right number, such as a caf

or ofﬁce, or in location-oriented apps.

Researchers identify the following positive ef-

fects of AR on students’ foreign language learning:

improving the effectiveness of their language skills

in professional translation, increasing motivation to

learn, and involving students in cooperation with each

other, as well as with native speakers of the foreign

language studied (Cheng et al., 2010; Chik, 2014;

Kiv et al., 2019; Frazier et al., 2018; Makransky and

Petersen, 2021; Geng and Yamada, 2020a,b; Mona-

han et al., 2008; Nelson, 2012; Popova, 2017). AR

has great potential in the ﬁeld of language education,

as it performs such functions as contextual visualiza-

tion (i.e. presentation of virtual information in an ex-

tended context) and interactivity of learning (i.e. the

embodiment of interaction with virtual content).

Review of the literature by Viberg and Gr

onlund

Methodological Aspects of Utilization of Immersive Technologies in Japanese Language Learning for Future Language Teachers

265

Figure 1: The ﬁve categories of VR.

Figure 2: The three categories of mobile AR.

(Viberg and Gr

onlund, 2013) states that Mobile As-

sisted Language Learning (MALL), as the mobile

technology which can be adapted to support language

learning, is applied in a number of ways but gener-

ally focuses on vocabulary acquisition, listening and

speaking skills and language acquisition while gram-

mar learning, pronunciation and writing skills were

underrepresented in the application of MALL.

Hein et al. (Hein et al., 2021) analyzed 2507

sources and selected 54 articles for the period from

2001 to 2020, relating to the immersive technology’s

role in students’ foreign language learning.

They found that most of these studies concerned

the comparative analysis of traditional blended learn-

ing methods, which included the use of VR and AR.

The main characteristics of these technologies, that

support the foreign language learning, are to promote

the vocabulary learning, to development of speaking

skills and intercultural competence, students’ motiva-

tion to foreign language learning, to overcome anxiety

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

266

and discomfort when communicating in a foreign lan-

guage. The advantage of learning with AR over tradi-

tional teaching methods is in a fact that the student is

given the opportunity to feel, rather than imagine, the

subject, situation, scenario, which cannot be demon-

strated or described in traditional teaching methods.

The purpose of the article is to analyze the use of

immersive technologies for supporting and organizing

the Japanese language learning for future language

teachers, and identiﬁcation of the main approaches

to the use of immersive technologies in Japanese lan-

guage learning.

3 RESEARCH METHODS

To achieve the purpose of our study and also to clarify

the problem of utilizing the immersive technologies

for future Japanese language teachers we used the fol-

lowing methods: systematic and comparative analysis

of pedagogical, psychological, philosophical, socio-

logical works, methodological and specialized litera-

ture; analysis of the pedagogical experience of usage

of immersive technologies at the Institute of Philol-

ogy of Taras Shevchenko National University of Kyiv

at lecturers and seminars of study of “Japanese char-

acters”; synthesis and generalization to formulate the

main points of the study; interpretation of the research

results by student survey and comparative analysis of

exam results in Japanese lexicology of students who

will study language using ICT and immersive tech-

nologies with exam results of students who will study

language using ICT but not using immersive tech-

nologies. The research hypothesis is based on the as-

sumption that the training of future Japanese language

teachers will be effective if the following pedagogi-

cal conditions are implemented: activating the moti-

vation of future foreign language teachers to carry out

project activities in the use of immersive technologies

as didactic tools for learning Japanese; improving the

content of training future foreign language teachers in

order to form their knowledge about the use of infor-

mation and communication technologies and immer-

sive technologies for learning Japanese.

4 RESULTS AND DISCUSSION

Scientists attach special importance to the use of aug-

mented reality in the study of Oriental languages by

students, in particular future teachers of Japanese lan-

guage.

They note that the preparation of future teach-

ers of Oriental languages (including languages with

character-based writing, such as Japanese, Chinese)

for professional activities is a complex process, as

it differs signiﬁcantly from the study and teaching

of any other foreign language (for instance, English,

French, German, Italian, Spain, Turkish languages

that are also included into educational planning of

Institute of Philology of Taras Shevchenko National

University of Kyiv).

Researchers recognize the use of ITs as solving

the problems of fast, active, correct, and convenient

students’ Oriental languages learning (Cheng et al.,

2010; Kiv et al., 2019; Frazier et al., 2018; Makran-

sky and Petersen, 2021; Geng and Yamada, 2020a;

Nelson, 2012). They note that the use of these tech-

nologies can improve real-world visualization with

virtual objects, graphics, and object recognition tech-

nologies.

Frazier et al. (Frazier et al., 2018) singles out ap-

plication Google Earth VR and AR for foreign lan-

guage learning, including Japanese language that al-

lowed users to visit different locations throughout the

world; in meanwhile supports their own learning of

various studies i.e. history, political studies, interna-

tional relations, etc.

Google Earth AR includes various numerous in-

struments, like Mindshow for creation of different

new exciting places and using them for role playing

(Nelson, 2012). This tool is marker-less, that uses

GPS. Scientists focuses their attention on the issue

that these instruments are useful for distant language

learning, thought should be supervised by teacher.

We should pay attention to the possibility of for-

eign language learn-ing, in particular Japanese, with

the help of this service and others that focus on vari-

ous ﬁelds of science in Japanese.

We want to pay attention to augmented reality

services that support the teaching of various disci-

plines. Special emphasis should be placed on training

in the ﬁelds of STEM training, which involves inte-

gration between the disciplines of natural sciences,

technological sciences, engineering and mathemat-

ics (Soroko, 2021; Lukychova et al., 2022; Mintii,

2023). For example, many augmented reality applica-

tions offer materials in Japanese (BioDigital Human

3D anatomy, 3D Anatomy Learning – Atlas, GeoGe-

braAR, Planets AR, etc.). It is clear that the vocabu-

lary of these applications is designed for students who

have language skills at the level of B1 and above.

Geng and Yamada (Geng and Yamada, 2020a,b)

offer their experience of usage of AR generators

to create markers based on Kanji characters as QR

codes. They made an AR compound verb learning

system to support learning of Japanese verbs. Under

this system, students can scan a card with the Kanji

Methodological Aspects of Utilization of Immersive Technologies in Japanese Language Learning for Future Language Teachers

267

characters of a particular verb, and thus watch an ani-

mation that displays the corresponding action with the

card through the smartphone screen in the application.

“In this system, the meanings of verbs, including both

single verbs and compound verbs, were represented

by 3D animations created using Maya, according to

the image schemas of the verbs. Maya is a 3D com-

puter graphics software, and it is used to create inter-

active 3D animations and visual effects”. The applica-

tion was developed by scientists using Unity 3D and

Vuforia. In addition, the combination function was

proposed based on a combination of two cards with

the corresponding Kanji characters (V1 + V2) to facil-

itate the effective study of complex verbs by students.

Researchers have proven that approach involving AR

in Oriental languages learning is the most effective for

students compared to the traditional method.

Platte et al. (Platte et al., 2020) sug-

gests using ARTranslate (https://github.com/benpla/

ARTranslate) to foreign language learning using aug-

mented reality. ARTranslate is software that recog-

nizes up to 1,000 objects in a user’s environment

using the Convolutional Neural Networks (CNN)

method and names them accordingly. Objects are su-

perimposed on 3D information in different languages,

using AR. The user can open the surrounding every-

day objects in any language by switching languages

in the ARTranslate application settings. The software

runs on iOS version 12.

We surveyed students (31 students took part in this

survey) about their attitudes toward the use of ITs to

improve the quality of Japanese language learning.

We proposed the following statements, that students

should be designated as “Strong disagree”, “Dis-

agree”, “Neither agree”, “Agree”, “Strongly agree”:

“I have a clear understanding of what ITs are and how

I can it integrated it into my own education process”,

“I have heard about ITs in foreign language learn-

ing”, “I have discussed with my friends about ITs for

foreign language learning”, “I have experience when

teachers use approaches with ITs for Japanese lan-

guage learning”.

According to the questionnaire analysis of the atti-

tudes and understanding of ITs in Japanese language

learning process, it was found out that students un-

derstand what augmented reality is, but have not used

these tools to learn Japanese: “I have a clear under-

standing of what ITs are and how they can be inte-

grated into my own education process”: Strongly dis-

agree – 8% students; Disagree – 17% students; Nei-

ther agree nor disagree – 32% students; Agree – 39%

students; Strongly agree – 4 % students; “I have heard

about ITs in foreign language learning”: Strongly dis-

agree – 3%; Disagree – 16%; Neither agree nor dis-

agree – 28%; Agree – 49%; Strongly agree – 4%.

We showed students the options for using such

IM for different levels of Japanese language learn-

ing (Japanese language learning levels are available

at https://www.jlpt.jp/) as:

• ITs for not language learning such, as BioDigital

Human 3D anatomy, 3D Anatomy Learning – At-

las, GeoGebraAR, Planets AR, Google Earth AR

and VR;

• ITs for language learning such, as Easy japanese

news, Triplens, ARTranslate;

• Platforms for creating web projects with AR ele-

ments such, as BlippAR and Google ARCore, and

with VR such, as CoSpaces, that for students to

create their own examples of language learning.

This tools were proposed to use by 3rd year stu-

dents of Bachelor program in study “Japanese Kanji

characters”, 4th year students of Bachelor program in

study “Linguistic Tradition of Japan”, 4th year stu-

dents of Bachelor program in study “Japanese Lan-

guage Etiquette”, 2nd year students of Bachelor pro-

gram in study “Japanese language: Practical Course

for Translators”, 1-2 courses year students of Bach-

elor program in study “Oriental Language (Japanese

language)” of the Department of Languages and Lit-

eratures of the Far East and Southeast Asia of the

Institute of Philology of Taras Shevchenko National

University of Kyiv.

After classes and self-study of students with the

help of ITs, a survey was conducted as experts (27

students) on the choice of approaches to the study

of Japanese characters. They were asked to use the

Likert Scale method to rank approaches to language

learning according to their importance – from inef-

fective (1 point) to very effective (5 points).

Approaches to the study of Japanese Kanji charac-

ters were determined according to traditional methods

(direct method, grammar-translation method, audio-

linguistic method, cognitive method) and considering

the use of information and communication technolo-

gies, in particular immersive technologies.

Our students were offered the following ap-

proaches to Japanese Kanji (漢字) learning for the

assessment:

• use of electronic dictionaries;

• search and use of Internet resources;

• usage of online educational literature;

• creation and application of their own associations

(ofﬂine);

• handwriting Kanji characters (ofﬂine);

• use of AR and VR applications;

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

268

Table 1: The results of students’ survey on their understanding of ITs in Japanese language learning process (2020-2021).

Strongly

disagree

Disagree

Neither agree

nor disagree

Agree

Strongly

agree

I have a clear understanding of what ITs are and how

they can be integrated into my own education process

8% 17% 32% 39% 4%

I have heard about ITs in foreign language learning 3% 16% 28% 49% 4%

I have discussed with my friends about ITs for foreign

language learning

18% 35% 14% 33% 0

I have experience when teachers use approaches with ITs

for Japanese language learning

8% 43.6% 35.5% 12.7% 0

Total (N = 31)

• creation of their own educational materials on the

basis of ITs.

The results of this questionnaire are presented in

table 2 “Results of students’ questionnaires on their

opinion on the choice of approaches to the Japanese

Kanji characters learning”.

Thus, the results of students’ questionnaires about

their opinion on the choice of methods for studying

Japanese Kanji characters showed that the most nec-

essary for them was an approach based on the cre-

ation of students’ own learning materials based on

augmented reality (5). According to interviews with

students who wished to comment on their answers,

this was motivated by the creation of an augmented

reality Kanji characters that would be of interest to

other students and reﬂect the most difﬁcult cases in

Oriental language translation practice. It is also im-

portant to use electronic dictionaries (4.8), in partic-

ular, most AR applications are focused on the assim-

ilation of foreign language vocabulary by users (for

example, Triplens, ARTranslate, etc.).

To achieve our goal, we created organized and

implemented educational content (training course)

“Information Support of Philological Research in

Japanese Studies” for philologists-bachelors of Ori-

ental languages, based on the use of immersive tech-

nologies. It consists of the following modules: Mod-

ule 1 “Theoretical foundations of the use of ICT

in the study of foreign languages”, covering topics

such as “Basic concepts”, “Methods of using ICT

in the study of foreign languages”, etc .; Module 2

“Electronic educational resources for learning a for-

eign language (Japanese)”, which covers topics such

as “Electronic dictionaries and their practical use in

translation and teaching”, “Online tests in foreign lan-

guages: the use of international test systems and the

creation of personal tests using web services”; Mod-

ule 3 “Immersive technologies of learning a foreign

language (Japanese)”, which covers such topics as

“Model of learning a foreign language using virtual

reality”, “Model of learning a foreign language using

augmented reality”; Module 4 “Research activities

on the establishment of Electronic Educational Re-

sources for the translation and teaching of Japanese”.

Students were divided into groups according to

their desire to learn language using ICT, including im-

mersive technologies, which are present in separate

modules of the course “Information Support of Philo-

logical Research in Japanese Studies”, which is part

of a series of linguistic disciplines that form the philo-

logical basis of the bachelor’s program at the Institute

of Philology of Taras Shevchenko National University

of Kyiv at different lecturers and seminars.

To the question “Do you want to learn a lan-

guage using immersive technologies?” 21 students

answered, 8 students did not take an active part in

the survey and training due to extreme conditions

(military action in Ukraine). As a result of the sur-

vey, two groups were created: 11 students who will

study language using ICT and immersive technolo-

gies, and 10 students who will study language using

ICT but not using immersive technologies. A group of

students studying “Japanese language and literature”

course using ICT and immersive technologies passed

the exam with an average of 95 points, a group of stu-

dents that studied language using ICT, but did not use

immersive technology, passed the exam with an aver-

age of 85 points only.

5 CONCLUSIONS AND

PROSPECTS FOR FURTHER

RESEARCH

Thus, ITs provide a new paradigm of presentation of

educational materials, which has a positive impact on

the formation of basic and professional competencies

of the future teachers Japanese language. We can indi-

cate the following beneﬁts of using ITs to train future

teachers with the Japanese language:

• the usage of ITs makes the learning process more

Methodological Aspects of Utilization of Immersive Technologies in Japanese Language Learning for Future Language Teachers

269

Table 2: Results of students’ questionnaires on their opinion on the choice of approaches to the Japanese Kanji characters

learning.

The approaches to Japanese Kanji (漢字) learning Mean values

use of electronic dictionaries 4.8

search and use of Internet resources 4.4

usage of online educational literature 3.2

creation and application of their own associations (ofﬂine) 2.9

handwriting Kanji characters (ofﬂine) 4.7

use of AR applications 3.8

use of VR applications 3.7

creation of their own educational materials on the basis of augmented reality 5

visual and mobile;

• the usage of ITs increases the interest and motiva-

tion of students to learn the language;

• ITs improve the learning process, which uses in-

novative forms of work with students;

• ITs use the conditions for the formation and de-

velopment of creative abilities of students;

• these technologies and approaches contribute to

the support of the linguistic and cultural aspect in

student learning.

The following approaches to the use of ITs for

the study of Japanese by students should be distin-

guished: 1) the use of specialized applications for lan-

guage learning; 2) the use of applications for the study

of other disciplines (anatomy, biology, computer sci-

ence, astronomy, etc.), using a foreign language learn-

ing by students; 3) creation of personal examples by

students for learning a foreign language with the help

of special Web platforms.

ITs can be effective if they are used in blended

learning that combines distance, online, traditional

and self-directed learning of Oriental languages.

Author is planning to continue the longitudinal re-

search, analyzing the statistical data of students’ aca-

demic performance, expanding the research to several

other subjects (taught by Taras Shevchenko National

University of Kyiv) during the academic year of 2022-

2023.

Prospects for further research are the creation

of guidelines and manuals on the use of immersive

technologies for the study of prefabricated languages

at different levels of training of future teachers of

Japanese language.

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