{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,11]],"date-time":"2026-04-11T13:45:09Z","timestamp":1775915109191,"version":"3.50.1"},"reference-count":26,"publisher":"Walter de Gruyter GmbH","issue":"1","funder":[{"DOI":"10.13039\/501100008384","name":"Stifterverband","doi-asserted-by":"publisher","award":["H110 5114 5132 36419"],"award-info":[{"award-number":["H110 5114 5132 36419"]}],"id":[{"id":"10.13039\/501100008384","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2022,4,26]]},"abstract":"<jats:title>Abstract<\/jats:title>\n               <jats:p>\n                  <jats:italic>Hololingo!<\/jats:italic> is a social virtual reality app for real-time immersive distance learning of German as a Foreign Language (GFL). The acquisition of discoursive oral language skills for applied authentic contexts is challenging for group-based classroom settings and is often outsourced to autonomous analogue tandem learning. We operationalise a Digital Game-Based Language Learning (DGBLL) approach for distance learning, which relieves tandems from overstraining autonomy and self-guidance. <jats:italic>Hololingo!<\/jats:italic> supports tandems in their learning activities by providing entertaining communicative, collaborative, and didactically designed team tasks. These are embedded in a narrative adventure, target linguistic phenomena, and support the holistic acquisition of oral discourse competencies and fluency. The combination of the tandem principle, immersive Social VR gamification, barrier-free access to a global pool of expert\/native speakers, and a curricular connection through task selection facilitates language learning and provides transcultural contacts. App development follows a Design-Based-Research cycle of conception, implementation, and evaluation. The results of a qualitative discourse analysis of the learning interaction are discussed with regard to tandem role behaviour, the relation between task design and communication as well as affective and creative behaviour.<\/jats:p>","DOI":"10.1515\/icom-2021-0039","type":"journal-article","created":{"date-parts":[[2022,3,31]],"date-time":"2022-03-31T23:32:22Z","timestamp":1648769542000},"page":"203-215","source":"Crossref","is-referenced-by-count":7,"title":["Foreign Language Tandem Learning in Social VR"],"prefix":"10.1515","volume":"21","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-7565-4306","authenticated-orcid":false,"given":"Timo","family":"Ahlers","sequence":"first","affiliation":[{"name":"26583 Universit\u00e4t Potsdam , Potsdam , Germany"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Cassandra","family":"Bumann","sequence":"additional","affiliation":[{"name":"26557 Universit\u00e4t Hildesheim , Hildesheim , Germany"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Ralph","family":"K\u00f6lle","sequence":"additional","affiliation":[{"name":"26557 Universit\u00e4t Hildesheim , Hildesheim , Germany"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Milica","family":"Lazovi\u0107","sequence":"additional","affiliation":[{"name":"9377 Philipps-Universit\u00e4t Marburg , Marburg , Germany"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"374","published-online":{"date-parts":[[2022,4,1]]},"reference":[{"key":"2023033118352983593_j_icom-2021-0039_ref_001","unstructured":"Ahlers, T., Bumann, C., K\u00f6lle, R., & Lazovi\u0107, M. (2021). Hololingo! \u2013 A Game-Based Social Virtual Reality Application for Foreign Language Tandem Learning. In: Kienle, A., Harrer, A., Haake, J.\u2009M., & Lingnau, A. (Eds.): Die 19. Fachtagung Bildungstechnologien der Gesellschaft f\u00fcr Informatik, Lecture Notes in Informatics (LNI), Gesellschaft f\u00fcr Informatik, Bonn, 37\u201348."},{"key":"2023033118352983593_j_icom-2021-0039_ref_002","unstructured":"Ahlers, T., Lazovi\u0107, M., Schweiger, K., & Senkbeil, K. (2020). Tandemlernen in Social-Virtual-Reality: Immersiv-spielebasierter DaF-Erwerb von m\u00fcndlichen Sprachkompetenzen. Zeitschrift f\u00fcr Interkulturellen Fremdsprachenunterricht, 25(2), pp.\u2009237\u2013269."},{"key":"2023033118352983593_j_icom-2021-0039_ref_003","unstructured":"Ahlers, T. & Siegert, G. (2019). Sprachimmersion im Wohnzimmer: Interaktion, Grounding und Embodiment im DaF-Erwerb mittels Social-VR. In Philipp, H., Weber, B., & Wellner, J. (Eds.), Kosovarisch-rum\u00e4nische Begegnung. Beitr\u00e4ge zur deutschen Sprache in und aus S\u00fcdosteuropa (FzDiMOS 8) (pp.\u200994\u2013117). Regensburg, Germany: Universit\u00e4t Regensburg."},{"key":"2023033118352983593_j_icom-2021-0039_ref_004","unstructured":"Ahlers, T. (2018). Variet\u00e4ten und ihr Kontakt enaktiv: Syntaktische Perzeptions- und Produktionsprozesse bei deutschsprachigen Zuwanderern in \u00d6sterreich am Beispiel doppelter Relativsatzanschl\u00fcsse. PhD dissertation. Vienna, Austria: University of Vienna."},{"key":"2023033118352983593_j_icom-2021-0039_ref_005","unstructured":"Anderson, L. & Krathwohl, D. (2014). A taxonomy for learning, teaching and assessing: A revision of Bloom\u2019s Taxonomy of Educational Objectives. Edinburgh, UK: Pearson Education Limited."},{"key":"2023033118352983593_j_icom-2021-0039_ref_006","doi-asserted-by":"crossref","unstructured":"Bechtel, M. (2010). Sprachentandems. In Weidemann, A., Straub, J., & Nothnagel, S. (Eds.), Wie lehrt man interkulturelle Kompetenz. 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