Towards Dynamically Adaptable Immersive Spaces for Learning This paper describes the difficulties prepositions pose for students learning English as a second language and proposes novel solutions for teaching based on Virtual Reality (VR), and environments using Artificial Intelligence (AI). It identifies the synergy between Cognitive Linguistics (CL) and VR and describes how VR may be applied to Second Language Acquisition (SLA). This is followed by a proposed integration of AI into a VR environment. The paper then goes on to describe a novel method for creating an intelligent teaching environment for SLA, based on cloning student behaviour, and gives details of the process and a simplified functional example.

Evaluating IVR in Primary School Classrooms In recent years, the availability of affordable mobile Virtual Reality (VR) viewers has resulted in strong interests to incorporate Immersive Virtual Reality (IVR) within classrooms. However, studies on the effect of IVR on primary schoolersu0027 learning are few, and they have often used equipment and settings far removed from everyday classroom instruction. We explored the role of interactivity and immersion in learning in a primary school classroom with 36 children aged 1113 years, using commercially available devices that are readytoscale. We cocreated content with different levels of immersion and interactivity together with teachers and investigated student engagement and learning. We present and discuss the use of multiple data sources (performance, physiological responses, observations and selfreport) in a realworld classroom evaluation.