Designing a Framework for an AI-enabled Virtual Learning Space

We provide an overview of a study that aims to develop and examine how Generative AI (GenAI), particularly Large Language Models (LLMs), can be integrated in 3d virtual worlds to enhance English as a Foreign Language (EFL) learning in primary schools. Amid growing global interest in educational technologies, particularly the Metaverse and GenAI, this study addresses the under-explored integration of these tools in primary EFL education (Lo, 2023). While tertiary contexts have seen notable innovations, primary education lacks empirical insights into how immersive and interactive technologies can foster authentic, communicative, and student-centred learning experiences (Tlili et al., 2022; Tlili et al., 2023). The integration of Metaverse and GenAI offers the potential to create immersive, authentic and socially rich EFL learning environments. In contexts where young learners often lack authentic opportunities for language use, Metaverse platforms—such as Minecraft Education—can simulate real-life scenarios for practising everyday communication, such as giving directions or role-playing interactions in cafes or shops (Dalgarno & Lee, 2010). These tasks promote experiential, meaningful language use, moving beyond rote memorisation (Breen, 1985; Inceoglu & Ciloglugil, 2022). Meanwhile, LLMs like ChatGPT function as accessible, responsive language partners (Kasneci et al., 2023). They offer real-time feedback, personalised prompts, and scaffolded support tailored to individual learner needs (Sharples, 2023). This presentation proposes a practical methodology to enhance EFL learning in primary schools through a hybrid learning environment (HLE) that integrates Metaverse and LLM. To systematically design and evaluate this environment, the study adopts a Design-Based Research (DBR) approach. This iterative methodology enables the development, implementation, and refinement of authentic learning solutions in collaboration with practitioners. The research unfolds across four phases (Reeves, 2006): Phase 1: Problem Analysis and Literature Review Identify challenges in current EFL practices through literature review and teacher collaboration. Establish theoretical foundation and research questions. Phase 2: Developing Draft Design Principles and Potential Learning Solutions Develop draft design principles grounded in authentic learning (Herrington et al., 2010; Herrington & Oliver, 2000), community of practice (Lave & Wenger, 1991; Wenger et al., 2005), and the Conversational Framework (Laurillard, 2012). Co-design learning tasks using Metaverse and LLM aligned with curriculum objectives. Prepare a prototype HLE for implementation. Phase 3: Implementation, Data Collection and Analysis Implement the learning solution in a primary school in Korea. Evaluate learning outcomes by observations, interviews, teacher reflections, and surveys. Conduct iterative cycles of refinement based on feedback and data analysis. Phase 4: Research Outputs and Reflections Synthesise findings to refine the pedagogical framework and design principles. Develop open-access resources, teacher guides, and recommendations for scalable adoption. Share results through academic publications, workshops, and practitioner networks. This presentation will provide an overview of the four phases of the DBR process, while highlighting the five draft design principles developed in Phase 2 and the example learning solutions that emerged from them. These principles and tasks illustrate how Metaverse and LLMs can be integrated to create authentic and conversational EFL learning experiences in the primary education context. References Breen, M. P. (1985). Authenticity in the language classroom. Applied linguistics, 6(1), 60-70. Dalgarno, B., & Lee, M. J. (2010). 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