Designing a Framework for an AI-enabled Virtual Learning Space

Abstract

We provide an overview of a study that aims to develop and examine how Generative AI (GenAI), particularly Large Language Models (LLMs), can be integrated in 3d virtual worlds to enhance English as a Foreign Language (EFL) learning in primary schools. Amid growing global interest in educational technologies, particularly the Metaverse and GenAI, this study addresses the under-explored integration of these tools in primary EFL education (Lo, 2023). While tertiary contexts have seen notable innovations, primary education lacks empirical insights into how immersive and interactive technologies can foster authentic, communicative, and student-centred learning experiences (Tlili et al., 2022; Tlili et al., 2023).

The integration of Metaverse and GenAI offers the potential to create immersive, authentic and socially rich EFL learning environments. In contexts where young learners often lack authentic opportunities for language use, Metaverse platforms—such as Minecraft Education—can simulate real-life scenarios for practising everyday communication, such as giving directions or role-playing interactions in cafes or shops (Dalgarno & Lee, 2010). These tasks promote experiential, meaningful language use, moving beyond rote memorisation (Breen, 1985; Inceoglu & Ciloglugil, 2022). Meanwhile, LLMs like ChatGPT function as accessible, responsive language partners (Kasneci et al., 2023). They offer real-time feedback, personalised prompts, and scaffolded support tailored to individual learner needs (Sharples, 2023).

This presentation proposes a practical methodology to enhance EFL learning in primary schools through a hybrid learning environment (HLE) that integrates Metaverse and LLM. To systematically design and evaluate this environment, the study adopts a Design-Based Research (DBR) approach. This iterative methodology enables the development, implementation, and refinement of authentic learning solutions in collaboration with practitioners. The research unfolds across four phases (Reeves, 2006):

• Phase 1: Problem Analysis and Literature Review
  • Identify challenges in current EFL practices through literature review and teacher collaboration.
  • Establish theoretical foundation and research questions.
• Phase 2: Developing Draft Design Principles and Potential Learning Solutions
  • Develop draft design principles grounded in authentic learning (Herrington et al., 2010; Herrington & Oliver, 2000), community of practice (Lave & Wenger, 1991; Wenger et al., 2005), and the Conversational Framework (Laurillard, 2012).
  • Co-design learning tasks using Metaverse and LLM aligned with curriculum objectives.
  • Prepare a prototype HLE for implementation.
• Phase 3: Implementation, Data Collection and Analysis
  • Implement the learning solution in a primary school in Korea.
  • Evaluate learning outcomes by observations, interviews, teacher reflections, and surveys.
  • Conduct iterative cycles of refinement based on feedback and data analysis.
• Phase 4: Research Outputs and Reflections
  • Synthesise findings to refine the pedagogical framework and design principles.
  • Develop open-access resources, teacher guides, and recommendations for scalable adoption.
  • Share results through academic publications, workshops, and practitioner networks.

This presentation will provide an overview of the four phases of the DBR process, while highlighting the five draft design principles developed in Phase 2 and the example learning solutions that emerged from them. These principles and tasks illustrate how Metaverse and LLMs can be integrated to create authentic and conversational EFL learning experiences in the primary education context.

References

Breen, M. P. (1985). Authenticity in the language classroom. Applied linguistics, 6(1), 60-70.

Dalgarno, B., & Lee, M. J. (2010). What are the learning affordances of 3‐D virtual environments? British Journal of Educational Technology, 41(1), 10-32. https://doi.org/10.1111/j.1467-8535.2009.01038.x

Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational technology research and development, 48(3), 23-48. http://dx.doi.org/10.1007/BF02319856

Herrington, J., Reeves, T. C., & Oliver, R. (2010). A guide to authentic e-learning. Routledge. https://doi.org/10.4324/9780203864265

Inceoglu, M. M., & Ciloglugil, B. (2022). Use of Metaverse in education. In O. Gervasi, B. Murgante, S. Misra, A.M.A.C. Rocha & C. Garau (Eds), International Conference on Computational Science and its Applications (pp. 171-184). Springer International Publishing

Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., & Hüllermeier, E. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274

Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511815355

Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4), 410. https://doi.org/10.3390/educsci13040410

Reeves, T. (2006). Design research from a technology perspective. In J. van den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Eds.), Educational design research (pp. 52-66). Routledge. https://doi.org/10.4324/9780203088364

Sharples, M. (2023). Towards social generative AI for education: theory, practices and ethics. Learning: Research and Practice, 9(2), 159-167. https://doi.org/10.1080/23735082.2023.2261131

Tlili, A., Huang, R., Shehata, B., Liu, D., Zhao, J., Metwally, A. H. S., ... & Burgos, D. (2022). Is Metaverse in education a blessing or a curse: a combined content and bibliometric analysis. Smart Learning Environments, 9(1), 1-31. https://doi.org/10.1186/s40561-022-00205-x

Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15. https://doi.org/10.1186/s40561-023-00237-x

Wenger, E., White, N., Smith, J.D., Rowe, K. (2005). Technology for communities. In L. Langelier (Ed.), Working, learning and collaborating in a network: Guide to the implementation and leadership of intentional communities of practice (pp. 71–94). CEFIRO.