English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Over the past thirty years, since the advent of the Web, the potential use of virtual environments for teaching-learning processes has undergone an exponential increase, leading us quickly from the use of web pages to social networks, and from these to virtual immersive environments such as Second Life among others. Those kind of 3D platforms (Immersive Virtual Environments) or metaverses are representations of real or imaginative worlds created on the digital world with the purpose of allowing users to live impossible situations and experiences without the limitations of the real world. Users on these worlds are represented by avatars that interact in representation of users. These virtual worlds are used for business processes, research and education. In relation to the teaching and learning processes, metverses are widely used for research and application of educational processes, especially in the area of languages learning. The purpose of this paper is to describe the process of using the experimental 3D LIMEM method, specifically the learning path branch, for adapting an immersive virtual environment to be used as a virtual teaching-learning tool of English as a second language.

Adequation of a Virtual Immersive Environment for a Learning-Teaching Interaction Using the Limem 3d Method