Language learning using XR. Gen Z and new acquisitional paradigms
DOI:
https://doi.org/10.21283/2376905X.1.13.1.3328Palabras clave:
APRENDIZAJE DE LENGUAS, REALIDAD EXTENDIDA, GENERACIÓN Z, MARCOS ADQUISICIONALES, NATIVOS DIGITALESResumen
Este artículo explora la aplicación de las tecnologías de realidad extendida (XR) en el aprendizaje de lenguas, con atención a la Generación Z (Gen Z) y a sus necesidades educativas. El articulo sostiene el potencial de las tecnologías XR para la experimentación didáctica en relación con los perfiles de aprendizaje de la Gen Z. Los miembros de la Gen Z muestran preferencia por entornos de aprendizaje interactivos, mediados por la tecnología y de carácter experiencial. Las tecnologías XR, que incluyen la realidad virtual, aumentada y mixta, proporcionan entornos inmersivos y ricos en contexto que pueden favorecer el uso situado de la lengua, la implicación del estudiante y la motivación, además de ofrecer condiciones de práctica de bajo riesgo que pueden contribuir a mitigar la ansiedad lingüística. La integración de la XR en la educación plantea desafíos vinculados al coste, la accesibilidad, la competencia digital, la carga cognitiva y las consideraciones éticas. El artículo subraya, por tanto, la necesidad de alinear las tareas lingüísticas basadas en XR con las características, necesidades y restricciones del estudiantado de la Gen Z, con el objetivo de contribuir a una comprensión más contextualizada y crítica del papel de la XR en la didáctica de lenguas.
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