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Prisms VR, a secondary math learning application, allows for users to see, manipulate, and engage with mathematical concepts in an embodied way in Virtual Reality (VR) environment. We examine cases in which mathematics teachers and middle school students worked through Prisms and reflected upon their experiences. Findings indicate that VR environments can help teachers find alternative ways of presenting algebraic concepts in a hands-on, interactive, and embodied manner; and these findings were confirmed based on the student experience. VR allows teachers to make connections through scaffolding and personalized experiences, while also aiding students in the exploration and meaning-making. [This paper was published in: "Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024," edited by R. Lindgren et al., International Society of the Learning Sciences, 2024, pp. 1610-13.]

The local environment can be explored to sustain effective sustainability learning. With this aim, new learning methodologies can be fostered, namely mobile and game-based learning, as is the case of the EduPARK app. This app supports innovative learning strategies through treasure hunt games, integrating multimedia and augmented reality resources, in natural spaces. This paper presents a pilot case study of a pedagogical approach based on the exploration of a game in the EduPARK app, in the outdoors. The game was developed to be explored in the largest annual event of the University of Aveiro (UA)--XPERiMENTA 2022--where students of several ages and the wider community are invited to participate in diverse activities on the campuses. The main goal of the activity "XPERiMENTA with EduPARK in the UA Campus" was to raise basic education students' awareness towards nature conservation. Eighteen students (14 and 15 years-old) explored an interdisciplinary educational game that encouraged them to follow a path through the UA Campuses to promote learning related to recycling, renewable energies, food waste, and ocean plastic pollution. Simultaneously, curricular contents of Science, Mathematics, Education for Citizenship, and cultural aspects of the city of Aveiro were articulated. At the end of the activity, an individual and anonymous questionnaire to evaluate the activity was applied. Students revealed a positive attitude towards the EduPARK app, as their answers revealed they felt motivated to learn during the game. Additionally, students reached a good performance in the game, although difficulties in one specific question were identified. This paper presents preliminary results that will inform the development of a new related project, the EduCITY, that aims to promote education for sustainability through a smart learning city environment. [For the full proceedings, see ED639391.]

This paper introduces web viewers for educational VR contents. Recently, many types of VR goggles have been released as commercial products and many entertainment applications for them have been created. However, educational VR contents have been created so far are not so many because the creation of VR contents is time consuming task. We need to create many educational VR contents to enhance educational efficiency using VR technology. On the other hand, many types of scanning devices have been researched and developed, e.g., Lidar cameras, 360VR cameras and so on. Using these scanning devices, we can obtain 3D data like Point Cloud Data (PCD), 3D model data, 360VR images/videos. To use these 3D data as educational VR contents, we need viewer applications for them. In this paper, the authors propose such viewer applications as web services. The proposed web viewers also have functionality to upload 3D data from users' web-browser to the web-server on that the web viewers are stored. Therefore, it becomes possible for users like teachers to provide other users like students with educational VR contents as web contents. In addition, as the proposed web viewers support VR goggles, they provide students with immersive environments. [For the full proceedings, see ED639391.]

This paper discusses the potential of immersing foreign language learners in Social Virtual Reality (SVR) in an international seminar, designed by the authors, called SpEakWise VR, combining the tandem language learning paradigm with gamification in immersive virtual environments. SpEakWise VR builds on an existing telecollaboration (SpEakWise) between undergraduate students in Trinity College Dublin and Hildesheim University. We set out to explore how inclusion of an SVR activity influences student engagement, learning involving intercultural and multilingual problem solving, and team building. This paper presents initial observations from our research, concerning multimodality in embodied immersion and code-switching, and proposes future avenues of inquiry. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

Computer-mediated communication tools facilitate international collaboration projects between foreign language learners and peers abroad (O'Dowd, 2018). Social Virtual Reality (VR) applications allow for synchronous interactions and task-based communication in which learners can experience telepresence and immersion and conversate in a foreign language. Based on previous pilot experiences (Jauregi-Ondarra, Gruber, & Canto, 2020, 2021), this Virtual Exchange (VE) project aims to investigate how the specific affordances of Social High-immersion VR (SHiVR) in conjunction with designed tasks influence interaction patterns, and learning episodes. The VE took place between two groups of university students in the Netherlands (N=15) and Cyprus (N=14) through SHiVR in March 2022. The main aims of the tasks were to raise student intercultural awareness, stimulate task-based communication processes using English as a lingua franca and digital pedagogical competences of language education students. Different sources of data were gathered and analysed. In this paper, we describe and present the pedagogical experience and the initial results. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

Virtual Reality (VR) offers language learners a valuable environment for practicing language skills and other aspects essential for language development, interaction, and negotiation of meaning. For example, speaking practice in VR using avatars can reduce speaking anxiety and increase users' sense of agency. Social spaces in VR present possibilities for verbal and nonverbal communication. This conceptual paper discusses the advantages and drawbacks of both types of communication in high-immersion VR and the implications for language learners. Language learners rely on multiple modes of communication, including nonverbal behavior such as gestures. However, VR often lacks behavioral anthropomorphism, i.e. when an avatar cannot speak, move, or act in a human-like way, which may negatively impact communication, especially at beginner level. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

New technologies often influence the ways in which one shares linguistic experiences. One such technology, Augmented Reality (AR), may initiate concepts used in language learning through digital storytelling. This paper describes an exploratory research project based on Choose Your Own Adventure (CYOA) AR digital storytelling which investigated how Collaborative Learning (CL) and AR can be used to enhance language learning. Different AR activities were evaluated, culminating in an AR digital storytelling project. Analyses of qualitative data collected after each activity provided insights into important considerations when utilizing AR in the classroom. The findings suggest that learners found considerable value in AR, but also highlighted challenges in its application. CL was key to the success of this project. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

Augmented reality (AR), a cutting-edge technology, has the potential to change the way students learn by superimposing virtual items and information onto the real environment. Through more immersive and interesting interactions with digital content, AR might help students better understand difficult concepts and boost their drive to learn. As a result of its contribution to student learning, AR has become increasingly appealing to educational researchers. This study aimed to descriptively explore the characteristics of AR studies in education and to qualitatively analyze the most influential ones indexed in the Web of Science (WoS) between 2000 and 2022. A scoping review was conducted to determine the sample of the AR studies in education based on the inclusion criteria. Accordingly, descriptive analyses were conducted to identify the characteristics of the AR studies in education between 2000 and 2022 in terms of publication year, country, affiliations, journals, funding agencies, and citation trends. Then, the research methodologies and implications were found among the most influential AR studies in education between 2000 and 2022 by synthesizing qualitatively. The overall results indicated that AR studies in education have been conducted since 2008, with an increasing number of studies over time. Based on the implications of the most influential studies identified in terms of citation numbers, it was detected that AR has the potential to enhance education and training by providing interactive and engaging environments, linking real-world contexts with digital resources, and promoting efficiency and effectiveness in learning. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 273-291.]

Mobile devices, augmented reality (AR), and outdoor games can be mobilized to promote Education for Sustainable Development and, thus, to sensitize to nature conservation. The EduCITY project combines mobile learning, AR, and environmental sensors towards sustainability education and creates opportunities for citizens to contribute to their city's sustainability. This paper presents a study that articulates the previous project, the EduPARK, with the current one, the EduCITY. While EduPARK was developed within an urban park, EduCITY expanded its geographical area to the entire city. This study aims to analyze students' perceptions regarding changes in their nature conservation attitudes after exploring an urban green park in a mobile AR game-based learning activity. For this purpose, 233 basic education students (from school-year 5 to 9) played a game for environmental education, available in the EduPARK app, at the Infante D. Pedro Park (Aveiro, Portugal). Through a mixed method approach, data collection was focused on students and included two questionnaires, applied before and after the game activity; a focus group guide; and an observation grid. Results show a strengthening of positive attitudes towards nature conservation. Moreover, students mentioned that their nature conservation future intentions are focused on preserving natural resources, combating resources' waste, recycling waste, reducing pollution, and protecting fauna and flora. Students also revealed willingness and concern to teach friends and family about what they have learned with the EduPARK game. The EduCITY intends to give continuity to these practices throughout Aveiro city. This is anchored on a community-based participatory project integrating AR location games based on challenges, to be explored in the city, in formal, non-formal, and informal educational contexts, in a socio constructivism approach. This study adds to the literature on education for Sustainable Development, by revealing that it is possible to sensitize school students to nature conservation through mobile AR game-based approaches in the outdoors, which can be a first step to promote positive nature attitudes. [For the full proceedings, see ED639391.]

This paper proposes a didactic design that is centered around an immersive, multilinear narrative in virtual reality as a means of illustrating human life on the edge of technological singularity. It explores the potential of narrative scenarios to trigger a discourse from users' perspective. Affective Computing is taken as a use case. It is a subfield of AI that focuses on identifying, understanding, and appropriately responding to human emotions. Its goal is to create more personalized and emotionally engaging human-machine interactions. To explore what life might be like if an emotionally intelligent AI became our best friend, a multilinear scenario was created. This scenario takes the reader through different stages of the protagonist's life, starting from the first day of secondary school and ending with the loss of a loved one in midlife. The systematic approach to create and validate the multilinear interactive scenario is described and the results of an experiment with 164 participants are presented. The ultimate goal is the application of this approach for educational purposes regarding ethical thinking and responsible innovations. [For the full proceedings, see ED636095.]

Today more than ever before, we have access to new technologies which provide unforeseen opportunities for educators to pursue new innovations in online education. Pursuing innovation is a complex process! It starts with an idea, but that needs to be coupled with the right team of experts willing to take big risks and put in the hard work to build something new. An instructional design team was empowered to reimagine an Introduction to Sociology university course as a Game-Based Learning (GBL) experience utilizing cutting edge Virtual Reality (VR) technology. The result was a innovate collaborative process that resulted in a brand-new type of learning based in Game theory, Method of Loci, and VR Immersion Simulations to promote deeper retention of core concepts. The team deconstructed the way that university courses operated, in order to rebuild the educational process in a whole new, learner-centric manner. In addition to a review of the build process, this paper will explore the results of in-course surveys completed by student participants. [For the full proceedings, see ED656038.]

Many language learners lack the motivation to read complex texts. Because high-immersion Virtual Reality (VR) is increasingly reported to be highly motivating, the goal of our study was to compare English as a Second Language (ESL) learners' (N=79) motivation while reading a story with subtitles in VR (experimental group) versus reading the same story screencast in two-dimensions (2D -- control group). The Wilcoxon signed-rank test revealed that learners' motivation in VR was significantly higher compared with the control group. Our finding confirmed that VR is highly motivational in the context of reading foreign texts and can be useful for Computer Assisted Language Learning (CALL) researchers, practitioners, and instructional designers. This analysis is a part of a larger study (Kaplan-Rakowski & Gruber, 2023) on VR facilitating reading tasks. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

The aim of this study is to compare how two different Virtual Exchanges (VE) contribute to language learning in a Japanese university context. Task-Based Language Teaching (TBLT) using VE has been a focus in this study. There are huge advantages of using technology in language teaching such as increasing language use opportunities, feedback, and others (Lee, 2016). However, many recent TBLT and VE studies have focused on students' interaction in the classroom (Hagley, 2020). This study investigated whether two different types of VEs have the potential to promote 'real-world communication' in a university context. The findings show that there was no significant difference regarding lexical complexity between both modes. The result suggests that both modes are unlikely to enhance students' vocabularies. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

This paper investigates the differences between Immersive Virtual Reality (IVR) and the webcam (WBC) in the context of a Spanish distance-learning course. Two specific objectives were set: (1) to determine the existence of a relationship of dependence between the device used and the oral interaction, and (2) to analyse the existence of a dependency relationship between the device utilised and the perception of copresence. To that end, online courses and semi-structured interviews were conducted. Regarding the first objective, there is a higher chance of speaking exchanges between student-tutor and tutor-student when using WBC. As for the second objective, we did not have sufficient feedback to determine whether the perception of copresence varies depending on the two profiles. However, the analysis indicates that non-verbal communication was essential for IVR volunteers to experience copresence. The conclusions suggest that the IVR could be more appropriate than WBC for socio-constructivist and communicative teaching pedagogies [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

This paper delves into the underlying phases involved in designing, developing, and deploying Augmented Reality (AR) applications and game-based scenarios that will be implemented during intercultural exchanges among students in two different academic institutions in Sweden and Cyprus. Building on principles of design-based research (Barab & Squire, 2004; Klopfer & Squire, 2008), the aim is to expand the learning ecology by leveraging instructional tools and developing novel scenarios to broaden the trajectories of collaboration, intercultural understanding and communication, and cultural knowledge. The AR applications and scenarios are in the process of being developed as part of the Digital Methods Platform for Arts and Humanities (DiMPAH) project, where game-based activities will foster intercultural collaboration, exploration of cultural heritage sites, intercultural understanding, knowledge, and interaction. Adopting a bottom-up approach, instructors collaborate with a software developer and an extended research team to design pedagogically and culturally potent scenarios embedded in novel technologies that bring the virtual into the physical world. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

3D holograms are an effective tool for visualization, and their utilization in chemistry teaching can be beneficial in improving learning outcomes. However, studies on students' opinions about holograms in chemistry teaching and learning are scarce. The research aimed to examine the views of chemistry students on the application of 3D holograms in organic chemistry learning at the university level. In this cross-sectional study, 55 first-year chemistry students at the University of Novi Sad (Serbia) participated. The sample consisted of students aged 18-20, of which 85.5% were female and 14.5% were male. An online questionnaire designed for this research was used to collect quantitative data. Data obtained after an eight-week application of 3D holograms in organic chemistry classes revealed that students have a positive opinion about the application of 3D holograms in organic chemistry classes. Therefore, the research results imply that teachers should apply 3D holograms in chemistry classes. [The Ministry of Science, Technological Development and Innovation of the Republic of Serbia provided financial support. For the full proceedings, see ED629086.]

Interactive simulations allow students to discover the underlying principles of a scientific phenomenon through their own exploration. Unfortunately, students often struggle to learn effectively in these environments. Classifying students' interaction data in the simulations based on their expected performance has the potential to enable adaptive guidance and consequently improve students' learning. Previous research in this field has mainly focused on a-posteriori analyses or investigations limited to one specific predictive model and simulation. In this paper, we investigate the quality and generalisability of models for an early prediction of conceptual understanding based on clickstream data of students across interactive simulations. We first measure the students' conceptual understanding through their in-task performance. Then, we suggest a novel type of features that, starting from clickstream data, encodes both the state of the simulation and the action performed by the student. We finally propose to feed these features into GRU-based models, with and without attention, for prediction. Experiments on two different simulations and with two different populations show that our proposed models outperform shallow learning baselines and better generalise to different learning environments and populations. The inclusion of attention into the model increases interpretability in terms of effective inquiry. The source code is available on Github. [For the full proceedings, see ED623995.]

In this paper, we present the development of an investigation on the promotion of covariational reasoning in high school students (14-15 years old) in Mexico. The study consists of designing and applying a sequence of didactic activities that simulate a real situation virtually. The activities are organized through a Hypothetical Learning Trajectory supported by digital technology and elements of Cuevas-Pluvinage didactics. The activities were evaluated according to the levels of covariation proposed by Carlson and colleagues, categorizing students' achievements and difficulties for each level of understanding. The results show that the activities favor students' progress by moving from the context situation to the different representations, establishing the relationship between the variables, and identifying their functional dependence. [For the complete proceedings, see ED630210.]

Many studies use instructional designs that include two or more artifacts (digital manipulatives, tables, graphs) to support students' development of reasoning about covarying quantities. While students' forms of covariational reasoning and the designs are often the focus of these studies, the way students' interactions and transitions between artifacts shape their actions and thinking is often neglected. By examining the transitions that students make between artifacts as they construct and reorganize their reasoning, our study aimed to justify claims made by various studies about the nature of the synergy of artifacts. In this paper, we present data from a design experiment with a pair of sixth-grade students to discuss how their transitions between artifacts provided a constructive space for them to reason about covarying quantities in graphs. [For the complete proceedings, see ED630210.]

This paper examines the possibilities and limitations of introducing simulated experiments in the psychology domain by practicing a course with graduate students in psychology, in which simulated experiments were conducted in place of real human experiments. The class-learning object was the dual-storage model of human memory. The simulation results showed anomalous results that differed from intuitive predictions. The results were also inconsistent with the results of prior human experiments. Analysis of reports submitted by 15 participants revealed that they focused on the anomalous results emerging in the simulation results and examined them based on the dual-storage model theory. On the basis of these results, future directions for this practice are discussed.

After the COVID-19 pandemic, both teachers and learners have reached a new understanding in the use of technology. With the change in the understanding of education, their access to technology has become a necessity. The adoption of Internet technologies as a learning tool facilitated the adoption of the metaverse environment. One of the most frequently mentioned problems in distance education is the inadequacy of communication and interaction between users. Metaverse has become more popular in this process with the interaction opportunity it offers to users. Metaverse is based on the interaction of technologies, which include virtual environments and objects that provide close to real life experiences. Learners who are physically in different places can come together in the perception of reality in the metaverse universe and be in the teaching process and interact with each other and socialize. Especially in the multi-user interaction world of metaverse, it is possible for learners to develop their sense of presence and to provide high interaction among learners. Moreover, the learners being active participants and being able to convey their feelings easily support their existence in the environment with high attention and interest. This study aimed to explain the reflections on e-learning by presenting a perspective on the use of metaverse in educational environments. In this direction, the word metaverse is explained, the current situation is examined and the reflection of metaverse based education on e-learning is discussed. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 103-115.]

How can we test whether state-of-the-art generative models, such as Blender and GPT-3, are good AI teachers, capable of replying to a student in an educational dialogue? Designing an AI teacher test is challenging: although evaluation methods are much-needed, there is no off-the-shelf solution to measuring pedagogical ability. This paper reports on a first attempt at an AI teacher test. We built a solution around the insight that you can run conversational agents in parallel to human teachers in real-world dialogues, simulate how different agents would respond to a student, and compare these counterpart responses in terms of three abilities: speak like a teacher, understand a student, help a student. Our method builds on the reliability of comparative judgments in education and uses a probabilistic model and Bayesian sampling to infer estimates of pedagogical ability. We find that, even though conversational agents (Blender in particular) perform well on conversational uptake, they are quantifiably worse than real teachers on several pedagogical dimensions, especially with regard to helpfulness (Blender: [delta] ability = -0.75; GPT-3: [delta] ability = -0.93). [For the full proceedings, see ED623995.]

Industry 4.0 and digitization are nowadays important trends in the textile industry. The need for well-prepared professionals in software for the design and modelling of textile products requires the creation of up-to-date educational resources. Virtual learning supported by e-learning offers the instruments to continue education during pandemic restrictions. As such, six research and education providers on the European level have joined forces to create educational resources in e-learning format for students and professionals in textiles: the content is related to software for design and modelling of weaving, knitting, virtual prototyping of clothing, embroidery of e-textiles and experimental design, as well as technology transfer. The educational resources were implemented on the Moodle e-learning platform of the Erasmus+ project (www.advan2tex.eu/portal/) and will be further used to support classroom/virtual courses with students and professionals in textiles. The paper introduces the course and its foreseen impact within the current context. [For the complete proceedings, see ED639262.]

The challenges in learning and teaching computer programming relate to everyone who needs to prepare others for the digital world. Learning and teaching computer programming is a challenge because it requires persistence and dedication. Nowadays, Computational Thinking is understood as an essential skill to overcome those challenges. In this paper, we propose an Augmented Reality (AR) environment that creates representations of complex programming constructs displaying engaging and playful activities that can be promptly done and do not require a heavy mental load. Such exercises are intended to be used as Learning Resources to train people in CT. The artifact enables people to explore CT concepts and several problem-solving approaches subtly. The artifact includes a simple AR-based activity, which is easy to handle and visualize based on "see-through video." We argue that users can develop CT problem-solving skills by interacting with this artifact. These learning activities supported by AR provide visual representations and interactivity to engage students while training CT. We also describe an experiment to test this artifact. The experiment was performed with 59 participants of the same age and educational level. The results of the feedback collected were positive. [For the full proceedings, see ED638044.]

ArtSteps is an immersive virtual exhibit tool that is attractive and versatile; the user can present objects, artefacts, and art, whether it is work they have created or found in public resources. This paper presents an exploratory study on digital teacher empowerment using ArtSteps to promote innovative pedagogical methodologies involving Virtual and Immersive Learning Environments. The study involved thirty-five professors from different subject areas. The study was a qualitative and quantitative investigation aimed at understanding how virtual and immersive learning environments such as ArtSteps can promote teachers' engagement and whether teachers are receptive to using virtual environments and immersive environments in their professional practice with students. Findings suggest that teachers are receptive to introducing virtual learning and immersive environments in their teaching practice with students. Teachers' exploration of ArtSteps involved them in a virtual and immersive learning experience that motivated them to experiment with their students. A didactic proposal promotes an immersive gallery experience where different types of work can be showcased and viewed using curriculum content. [For the full proceedings, see ED639633.]

The potential of using virtual reality in the school context is assessed heterogeneously from a scientific point of view. Especially the embedding in existing didactic approaches, the concrete design of the support system as well as the competence of the teachers are relevant. But it is undisputed that virtual reality opens up new possibilities to visit different out-of-school learning locations. However, it is not yet clear whether these opportunities have a significant impact on learning success. In this paper, three research questions about the learning effect and the essential criteria for the use of virtual reality are investigated in a qualitative field experiment with a virtual reality learning unit about our solar system. The field experiment follows a classical A/B testing approach with pre- and post-tests. The results show that virtual reality can contribute to students' knowledge transfer. However, this contribution does not show a higher learning success compared to a classical didactic approach. Another result shows that combining virtual reality learning applications with a traditional teaching approach can be very successful. However, as long as virtual reality is a new experience for most students, the use of VR goggles leads to cognitive overload. [For the full proceedings, see ED638044.]

Mexico is a country where seismic events occur in a daily basis. Since 1990, the national seismological service has reported various earthquakes, in some cases they usually imperceptible, it doesn't ensure that the population cannot be injured, there for, it is important to keep the entire population informed and prepared in the event of an earthquake. This project will present a proposal for a serious videogame with the intention of bringing the young public, between nine and twelve years old, closer to earthquake prevention in a playful way through a narrative based on children studies and official civil protection guidelines. This videogame is developed with de Godot game engine platform, using as the main source of information the research project developed by the students of the master's degree in Information Design and Communication about strategies focused on children to promote informed behavior for safety in the case of seismic related situations (Gros, 2009). The videogame poses scenarios of elementary school, where a series of challenges are presented to the gamer as simulating real situations with the intention that the player learn how to avoid getting hurt and manage to reach to meeting point safely. This paper shows the related work in the domain of games focused to promote the information about safety during earthquakes, the design and the advances in the development the proposal. [For the full proceedings, see ED638044.]

Teaching culture out of context may not be the optimal approach, yet it could be achieved by immersive technologies. This study uses an immersive theme-based environment and focuses on cross-cultural interactions between learners of different cultures in goal-oriented scenarios. We collected interactions among learners with different cultural backgrounds and annotated common ground formation and conversation breakdowns in those interactions. Next, we recreated the scenarios in a 3D immersive environment using an in-house situation creation toolkit to enable experiencing the situation by using choices to navigate the conversation and observing the consequences. In case the conversation derails, we provide timely scaffolding by offering appropriate communication strategies to rebuild common ground. Learners can be the actors of the scenarios but can also be the observers by switching between roles and points of view. Preliminary experiments with 20 L2 learners of English from different cultures showed that practicing with immersive conversational game-play is effective for raising cultural awareness and learning to choose appropriate strategies for smooth interactions. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

In this preliminary research study, Japanese university students created two dimensional (2D) interactive posters and 360° Virtual Reality (VR) presentations using Thinglink software. Students can use Thinglink software to annotate images with photos, videos, and descriptions. Researchers explore the extent to which students believed that creating and presenting their VR and interactive poster presentations improved their 21st century skills of critical thinking, communication, collaboration, and creativity. They thought that creating them helped to develop their communication and creativity skills, and to a lesser extent, their collaboration and critical thinking skills. Researchers consider other avenues and recommend improvements for task design to help students develop collaboration and critical thinking skills. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]