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Using Oculus Rift headsets, learners viewed 360-degree target-culture images and sculpted hands-on, generating 3D printed models. iPads supported a complementary painting task. Survey results indicated success through improved motivation, creativity, focus, cultural development, and enjoyment of learning by making, and future makerspace directions for language labs are proposed.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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and Assessing the Use of a“Makerspace” in a Russian Cultural Studies Course: Utilizing Immersive Virtual Reality and 3D Printing for Project-Based Learning  \nElizabeth Enkin, Olha Tytarenko, and Eric Kirschling 1  \nAbstract  \nThis article discusses the development of an immersive virtual reality (VR) -infused Makerspace for experiential learning. Students in an advanced-level Russian course used a Makerspace to complete a three-part project aimed at language and cultural learning through art and presentational speaking. Participants completed a survey about their experience at the end of the project, thus providing some data by which to assess its success. Students used Oculus Rift headsets to view 360-degree target-culture images and engaged in a handson sculpting activity that resulted in printing 3D models. Learners also used iPads for a painting activity, which was then compared with the VR sculpting task. The survey results showed that the Makerspace, and using VR in particular, was a success. Positive outcomes included facilitating task motivation, fostering speaking and artistic creativity, enabling deeper learning and focus on the task, assisting with cultural development, and enjoying learning by doing/making.  \nSuggestions for future Makerspace projects in language labs are discussed. Keywords:immersive virtual reality, Makerspace, project-based learning, computer-assisted language learning.  \nAffiliations  \n1University of Nebraska–Lincoln, USA.  \n[email: ](email: eenkin@unl.edu)[eenkin@unl.edu](email: eenkin@unl.edu)  \n[email: ](email: olha.tytarenko@unl.edu)[olha.tytarenko@unl.edu](email: olha.tytarenko@unl.edu)  \n[email: ](email: ekirschling2@unl.edu)[ekirschling2@unl.edu](email: ekirschling2@unl.edu)  \ncalico journal vol 38.1 2021 103–127 [https://doi.org/10.1558/cj.40926](https://doi.org/10.1558/cj.40926)  \n© 2021, equinox publishing   \n104 Integrating and Assessing the Use of a “Makerspace”  \nIntroduction  \nUnlike desktop virtual reality (Merchant, Goetz, Cifuentes, Keeney-Kennicutt,& Davis, 2014; see Chun, Kern, & Smith, 2016 for a discussion of desktop virtual environments such as Second Life for language teaching), research onimmersive virtual reality in educational contexts is only just beginning (Jensen & Konradsen, 2018). Immersive virtual reality, which we abbreviate throughout as VR, refers to virtual reality that uses a head-mounted display (HMD) device. Educators have suggested that VR can assist with student engagement, collaboration, and discovery learning (Alfalah, 2018), and can also create an environment that is more memorable, and that leads to better recall as compared to learning from traditional/desktop platforms (Krokos, Plaisant, & Varshney, 2019). Indeed, promising results for VR have been shown for various educational domains, such as in science education (e.g., Markowitz, Laha, Perone, Pea, & Bailenson, 2018), although research in the humanities-based disciplines, and particularly for languages, remains very limited.  \nThe particular characteristics of VR are able to provide significant opportunities for experiential learning (e.g., Schott & Marshall, 2018), due to the sense of immersion and presence it provides (Freina & Ott, 2015; Ryan, 2015). Users of VR find themselves in a completely different world, complete with sights and sounds, and they experience the feeling of actually “being there”(Heeter, 1992). In light of this unique quality, Lloyd, Rogerson, and Stead (2017) discuss various affordances of VR for language teaching, which include enhanced learner engagement with content, placement of students in contextualized and real-life/target-culture environments, and the ability to verbally interact with others via “social VR” platforms. Indeed, engaging with content through virtual field trips (i.e., being immersed in 3D 360-degree videos and/ or images) has been a topic discussed in recent language learning literature (","cbCaiodCo0dItQlo","https://ap.wps.com/l/cbCaiodCo0dItQlo","pdf",387951,25,"English","# Abstract\n# Introduction\n## Immersive VR and experiential learning in education\n## VR affordances for language teaching\n## Head-mounted displays, controllers, and degrees of freedom\n# Keywords","[{\"question\":\"How was the immersive VR Makerspace implemented in the Russian course?\",\"answer\":\"Students used Oculus Rift headsets to view 360-degree target-culture images and participated in a hands-on sculpting activity that produced 3D models.\"},{\"question\":\"What did the course projects involve?\",\"answer\":\"Learners completed a three-part project focused on language and cultural learning through art and presentational speaking, supported by a VR sculpting task and a related painting activity.\"},{\"question\":\"What outcomes did the survey report about using the Makerspace and VR?\",\"answer\":\"Survey results showed the Makerspace, especially VR, was successful, with positive effects on motivation, speaking and artistic creativity, deeper learning and task focus, cultural development, and enjoyment of learning by making.\"}]","Integrating and Assessing the Use of a - Makerspace - Utilizing Immersive Virtual Reality and 3D Printing for Project-Based Learning | PDF",1792082518,63]