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Virtual reality (VR) is gaining momentum in language education thanks to technological advances and technology at a cost that is affordable for deploying a learning experience. However, there is a need for more research to identify the topics that are most suitable to be taught using VR in English as a foreign language (EFL) courses. In order to close part of this gap, this article reports on the results of a comparative eye-tracking study conducted with 80 university students on the effectiveness of a VR system and a desktop application for learning English prepositions of place. The results show that students using the VR system significantly outperformed those using a 2D application for learning English prepositions of place. However, students spent more time and made more mistakes in the VR system. The easiest English preposition was “on” and the most difficult one was “below” for the desktop application, and “behind” for the VR system. Some implications and recommendations for teachers are provided based on the results.

Resumo O uso de máscaras pandêmicas é uma das principais mudanças comportamentais trazidas pela pandemia de COVID-19, o que possivelmente tem prejudicado o Reconhecimento de Expressões Faciais (REF). Esta revisão sistemática tem como objetivo reunir e comparar metodologias e resultados de experimentos, publicados entre 2019 e 2022, que avaliam o impacto das máscaras pandêmicas no REF. Para tanto, este estudo baseou-se e dividiu-se nas recomendações do PRISMA, em três etapas: identificação, triagem e elegibilidade. A primeira etapa foi dedicada à escolha dos descritores, do recorte temporal e à aplicação destes nas bases de dados escolhidas. Na segunda etapa, foi feita a leitura dos títulos, resumos e palavras-chave, de modo a selecionar artigos que estejam de acordo com os critérios de inclusão. Os artigos selecionados nesta etapa foram colocados na plataforma Connected Papers, com a finalidade de explorar referências não identificadas via bases de dados. Na última fase, foi realizada a leitura integral e a síntese dos estudos. Finalmente, foram eleitos 11 artigos cujos resultados mostraram que as máscaras pandêmicas prejudicam o REF de modo heterogêneo. Expressões como felicidade e nojo, que dependem da região da boca para serem discriminadas, são prejudicadas. A tristeza também é prejudicada pelas máscaras pandêmicas, confundindo-se frequentemente com rostos neutros e vice-versa. Para que as descobertas sejam mais generalizáveis, os próximos estudos precisam adotar tarefas padronizadas com todas as expressões básicas e incluir expressões não básicas, como vergonha. Além disso, são recomendados a implementação de estímulos dinâmicos com variação étnica e o controle acerca do tempo de exposição.

Scaffolding is a mechanism for helping novice learners to solve a problem or complete a task that is beyond their current skill set. Prior research on immersive virtual reality (IVR) environments with scaffolding has mainly focused on the effectiveness of scaffolding for conceptual understanding and information processing. However, research on defining guidelines for designing computer-based scaffolds for IVR is scarce. To fill this gap, some recommendations are provided in this paper on how to design scaffolds for IVR environments for teaching English as a Foreign Language (EFL). An eye-tracking study was conducted with N = 41 university students from three EFL courses that used two versions of an IVR application for learning and practicing prepositions of place in English with different scaffolding mechanisms and in different contexts: a context in which the participant can move through the virtual space and a context in which the participant remains seated. A comparative analysis was conducted to determine which scaffolds were more appropriate for learning in IVR. This study extends previous research on scaffolding in IVR environments by suggesting some empirical evidence, collected from eye-tracking, of the effectiveness of different types of scaffolds in IVR environments and some design guidelines are provided. The results showed that scaffolds that are naturally embedded in the IVR environment and are closer to the objects that students need to interact with, are more effective for increasing their learning performance. Practical implications of this study for instructional designers and developers include: scaffolds should be designed considering the spatial contiguity principle and should be naturally blended with the VR environment. Scaffolds should direct students attention to the most important information and scaffolds can be provided in different forms (text, images and on-site indicators).

Resumo Este artigo trata da promoção da leitura na escola. Há diversas razões teóricas e evidências prévias a favor da integração do movimento físico no processo de ensino-aprendizagem. Busca-se entender se essa integração é plausível especificamente para a aprendizagem da leitura e como ela pode ocorrer. Por meio de uma revisão de literatura, considerando predominantemente estudos da Alemanha, objetiva-se identificar as razões relacionadas ao processo da leitura, da alfabetização e do letramento. Discutem-se as razões à luz do modelo de processamento textual de Walter Kintsch e Teun van Dijk e da teoria de rubicão de Heinz Heckhausen. Apresentam-se razões a respeito de processos cognitivos de leitura, da volição e da motivação que apoiam o pressuposto de que a aquisição da competência de leitura recebe estímulos importantes pela oferta de aulas em movimento. É plausível que a inserção de movimento atue sobre os objetivos que o leitor quer alcançar por meio da leitura. A autoestima corporal parece ter um impacto positivo na volição pela leitura e uma influência no autoconceito do leitor. Expõem-se também algumas atividades de ensino e aprendizagem para aulas fisicamente ativas de leitura ao nível da alfabetização e do letramento, encontradas na literatura específica. Realiza-se uma diferenciação entre atividades de ensino e aprendizagem em movimento que acompanham a aprendizagem e que a facilitam. Abstract The current article addresses the promotion of reading at school. There is previous evidence and several theoretical arguments in favor of the integration of physical movement in the teaching-learning process. The question is raised as to whether this integration is plausible, specifically for learning to read, and how it could occur. Through a literature review, considering predominantly German studies, the objective is to identify the arguments related to the process of reading and literacy. The arguments are discussed in the light of the Text Processing Model by Walter Kintsch and Teun van Dijk and Heinz Heckhausen’s Rubicon theory. Arguments are presented regarding cognitive reading processes, volition, and motivation, which support the assumption that the acquisition of reading competence gains important stimuli through the offer of classes on the move. It seems plausible that the insertion of movement acts on the goals that the reader wants to achieve through reading. Body self-esteem seems to have a positive impact on volition through reading and an influence on the reader’s self-concept. Some teaching and learning activities are put forward for physically active reading classes in terms of literacy, found in the specific literature. Differentiation is made between teaching and learning activities on the move, which accompany and facilitate learning.

Background: To evaluate the effects of the introduction of physically active lessons on movement behaviors, cognitive, and academic performance in schoolchildren. Methods: This was a cluster-controlled trial. A total of 61 students from the second year of elementary school in a public school in Brazil made up 2 intervention classes (n = 34) with the introduction of physically active lessons and 2 control classes (n = 27). Sedentary behavior, physical activity, cognitive, and academic performance were evaluated in 3 moments, which were compared using models of generalized estimating equations. Results: The intervention was effective for reducing the standing time between the baseline and 3 months while increasing the walking time between baseline and 3 months and baseline and 9 months. There was a reduction in time in stationary activities and increased time in light physical activities between all moments. The intervention group increased their performance in the go/no go test, showing a smaller number of errors between the baseline and 3 months and baseline and 9 months, and a reduction in the test time between baseline and 3 months. No impact on students’ academic performance was observed. Conclusion: Physically active lessons improve movement behaviors and cognitive functions among elementary schoolchildren.

This paper presents the results of a pilot study to verify if facial expressions can be clues to the social judgment of a sociolinguistic variable, making the relationship between a stereotype type variable phenomenon (rotacism in Brazilian Portuguese) and the physiological effects of variation possible. To the execution of this work, two experimental studies were elaborated: the first one had the participation of 30 college students and considered, as independent variables, judgment and response time to audio stimuli; the second one, in which 9 other students participated, considered as independent variables judgment and participants’ facial expressions. The results of reaction time corroborate the stigmatized status of the linguistic variable and show that the negative judgment attributed to this trait is evidenced by facial expressions because participants did not remain neutral when they are listening to this phenomenon, unless without statistical significance.