Language learning using XR. Gen Z and new acquisitional paradigms
DOI:
https://doi.org/10.21283/2376905X.1.13.1.3328Parole chiave:
APPRENDIMENTO LINGUISTICO, REALTÀ ESTESA (XR), GENERAZIONE Z, MODELLI ACQUISIZIONALI, NATIVI DIGITALIAbstract
L’articolo esplora l’uso della realtà estesa (XR) nell’apprendimento linguistico, con riferimento alla Generazione Z (Gen Z) e ai suoi bisogni educativi. Qui si evidenzia il potenziale dell’XR per la sperimentazione didattica in linea con i profili di apprendimento della Gen Z, i cui membri tendono a preferire ambienti di apprendimento interattivi, esperienziali e basati sull’uso delle tecnologie. La XR, che comprende realtà virtuale, aumentata e mista, offre ambienti immersivi e ricchi di elementi contestuali, in grado di supportare l’uso della lingua in contesti autentici e di favorire l’interesse e la motivazione; consente anche la pratica della lingua in un ambiente protetto, contribuendo a ridurre l’ansia linguistica. L’integrazione della XR nell’insegnamento solleva criticità legate a costi, accessibilità, competenze digitali, carico cognitivo e questioni etiche. L’articolo evidenzia, dunque, l’opportunità di allineare le attività linguistiche basate su XR a caratteristiche, bisogni e criticità di apprendenti della Gen Z, con l’obiettivo di contribuire a una comprensione più contestualizzata e critica del loro ruolo nella didattica linguistica.
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