The Effect Of Social Interaction On Foreign Language Learning In A 3D-VR Environment - Info and Reading Options

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This study examines foreign language acquisition in a virtual reality (VR) environment among native Finnish speakers. Specifically, it explores the impact of the visual presence of a virtual agent (avatar) on language learning, referred to here as the "social" condition. This effect is compared to a "non-social" condition, where the avatar is not visually present. In the social condition, participants learn the Arabic names of various items with assistance from an AI controlled avatar, which is visually present and interacts verbally with them during the learning phase. In contrast, the non-social condition features a similar learning environment, but participants only hear the instructions without the avatar´s visual presence. Within each condition, the participant goes through two parts: A learning part that takes place in the VR environment, where the participant learns the Arabic words in a listen and repeat task followed by a short memory test, then a post learning part taking place outside of the VR environment, where the participant performs a match/mismatch identification task on a computer screen. During the learning phase, participants will see various 3D objects in the VR environment and must actively click on them one by one to hear their Arabic names. These objects are presented in different semantically related environments. Participants are instructed to perform a listen and repeat task, where they carefully listen to each item's Arabic name, which they must repeat out loud. After this task, the participant undergoes a short memory test where they are asked to recall the Arabic names of the objects. The learning and the memory test are repeated in each environment. In the post-learning phase, foreign word learning will be evaluated both behaviorally and via recording event-related potentials (ERPs) in a match/mismatch identification task, where participants indicate with a button press whether the pairs of objects and words are congruent (match) or incongruent (mismatch). The ERP target component is the N400 response, an indicator of semantic integration. EEG data, behavioral data and automatic nervous system activity (as indicated by the heart rate variability) will be measured throughout the experiment. During the learning phase, behavioral results of the memory test are expected to show better word learning as reflected in faster and more word recalls in social condition compared to non-social condition. Electroencephalography (EEG) and heartrate variability (HRV) may also indicate condition differences, but the analyses are mostly explorative. However, it can be expected that in EEG oscillatory activity at Alpha, Beta, Gamma and Theta bands will be modulated by the experimental condition (social vs non-social), reflecting better attention to the learning materials, more engagement and enhanced memory performance in social condition. Moreover, brain functional connectivity in social vs nonsocial condition will be also explored. In the post learning phase, the hypothesis is that the N400 effect (match vs. mismatch) will be stronger in the social condition compared to the non-social condition, indicating a better learning effect. In the post learning phase behavioral evaluation, as indicated by response accuracy and reaction time will be compared between the two conditions. It is expected that reaction times will be faster and with higher accuracy in the social condition compared to the non-social condition.

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