Abstract
Smart learning environments offer rich opportunities for language learners. In particular, context-aware systems which allow learners’ progress to be sensed within and across an activity, enable instructed language learning to move beyond the traditional confines of the classroom walls. In this paper we present the European Kitchen, a real-world task-based environment for cooking and language learning. In doing so, we demonstrate how specific design decisions, in the development of this longer-term iterative design project, conjoin Human Computer Interaction practice and learning theory for situated language learning. We also show how this approach is combined with Conversation Analysis, which is used as a tool to measure the impact of these decisions on the interactions taking place in and with the kitchen. Our work reveals that in order to design for and evaluate effective and meaningful language learning, there should be more balance between technologically-driven theory and theory driven research which has a strong pedagogical foundation. Our work has implications for a transferable, interdisciplinary model of task-based, situated learning which can be applied and adapted to different skill and knowledge sets.
Highlights
Smart language learning environments, such as those with the capacity to provide timely and situated scaffolding, enable individualized and autonomous learning to occur in real-world tasks
This paper addresses the convergence of theory and practice in designing for smart learning by explicating the interdisciplinary process undertaken in the design and evaluation of the European Kitchen (EK) project
We propose that as well as more traditional exercises, everyday real world tasks can be augmented by technology in an almost invisible way to engage users in learning by doing which goes beyond the word level
Summary
Smart language learning environments, such as those with the capacity to provide timely and situated scaffolding, enable individualized and autonomous learning to occur in real-world tasks. More recent work (Price and Falcão 2011; Price and Jewitt 2013a, 2013b) showed how developments of these novel learning environments enabled new forms of engagement and interaction which exploit and build on learning theory Those rooted in socioconstructivist approaches through specific and systematic investigation have led to new frameworks, rich descriptions and classifications for the design and evaluation of learning technologies (Price and Jewitt 2013a). In relation to specific presentation of the context-aware system, how we have integrated IP theory into both the interaction design of the system and the task-based language learning framework which was used to organize learning processes. Our evaluation methodology aimed to explore the extent to which the theoretical grounded design decisions led to interactions within the EK that facilitated language learning In this demonstration, we draw on data from the English and Finnish learning kitchens, which were part of a corpus of 125 video-recorded cooking sessions.
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