Utilizing 3D Avatars in Virtual Spaces for Foreign Language Education: A Case Study on Role-Play Conversation Practice through Project-Based Comedy Workshops in Japanese Classes

In recent years, advancements in information and communication technology (ICT) have increasingly highlighted the potential of virtual reality in foreign language education. The continuous development of these technologies underscores the value of virtual learning environments in language instruction, offering novel learning experiences that extend beyond the capabilities of traditional face-to-face methods. This innovative instructional approach enables learners to engage with the target language in a more flexible and personalized manner, ultimately improving learning outcomes and motivation. Consequently, for researchers and practitioners in foreign language education, a comprehensive investigation into the application of virtual learning environments and their impact on learning effectiveness remains a crucial area of future inquiry. The purpose of this study is to examine the impact of a project-based comedy workshop that incorporates short conversational skit production using 3D avatars in a virtual space, rather than in a traditional physical classroom setting. Data collected from an online survey were analyzed using qualitative analysis with SCAT (Steps for Coding and Theorization). The results of the qualitative analysis from three international graduate students indicated that the projectbased comedy workshop significantly supported their Japanese language learning. Additionally, they found the experience highly motivating and enjoyable.