MIXED-REALITY IN LANGUAGE ACQUISITION AND ITS 
EFFECT ON SOCIAL DISTANCE 
 
 
 
 
 
 
 
 
by 
NICOLAS VASSILENKO 
 
 
 
 
 
 
 
 
 
 
A THESIS 
 
Presented to the Department of Linguistics  
and the Robert D. Clark Honors College  
in partial fulfillment of the requirements for the degree of  
Bachelor of Arts  
 
May 2022 
 
 
 
 
An Abstract of the Thesis of 
Nicolas Vassilenko for the degree of Bachelor of Arts  
in the Department of Linguistics to be taken June 2022 
 
 
Title:  Mixed-Reality in Language Acquisition and Its Effect on Social Distance  
 
 
 
 
Approved:     Dr. Julie Sykes  
                Primary Thesis Advisor 
 
Creating genuine human connections, especially in one’s non-native language, 
relies heavily on knowing the cultural and social rules of the target language (Roever, 
2017). One way to address and learn these differences is through second language (L2) 
pragmatics (i.e., how speakers express and interpret meaning). Despite the critical need 
for pragmatics in the language classroom, it is often ignored (Taguchi, 2012). However, 
emerging frameworks enable practical and scalable classroom implementation in 
meaningful and transparent ways.  
This thesis explores one such approach. In doing so, it describes insights from a 
pilot implementation of a mixed-reality experience (MRE) designed for the learning of 
second language pragmatics. Specifically, it discusses the implementation in light of 
four critical affordances of MREs for learning - (1) superseding social structures and 
hierarchies, (2) integration of supportive frames and schema, (3) leveraging 
multimodalities, and (4) facilitating immediate and possible futures – and its effect on 
understanding the principle of social distance. 
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Acknowledgments 
I would like to profusely thank Professors Dr. Julie Sykes, Dr. Ian F. McNeely, 
and Stephanie Knight M.A. for giving me the courage to take on the monumental task 
of a thesis. Without their service on my Thesis Committee, this would not be possible.  
I would also like to thank my family and friends for always believing in me 
when I thought I could not achieve this. 
  
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Table of Contents 
Introduction 1 
2. Foundational Concepts 6 
2.1 Social Distance and L2 Pragmatics 6 
2.2 What is an MRE? 8 
2.3 Pilot Implementation - Welcome to Byru’Moxia 10 
3. MREs and Learning Pragmatics 12 
3.1 Superseding Social Structures and Hierarchies 14 
3.2 Integrating Supportive Frames and Schema 18 
3.3 Leveraging Multimodalities 20 
3.4 Immediate and Possible Futures 25 
4. Implications for Future Research and Teaching 27 
5. Conclusion 29 
Appendix 30 
IPIC Cooperative Digital Language Platform 31 
A. Introduction and Background 31 
B. Specific Aims and Study Objectives 32 
C. Methods, Materials, and Analysis 32 
i. Consent 32 
ii. User Profile Questions 33 
iii. Digital Platform Data 33 
iv. Participant Feedback Surveys 34 
v. Audio-recording of face-to-face digital platform review sessions 34 
vi. Language Proficiency Check 35 
viii. Timeline 35 
ix. Data analysis 36 
D. Research Population, Recruitment Methods, and Compensation 37 
I. Participants 37 
ii. Recruitment Methods 38 
iii. Compensation and Reimbursement 38 
E. Informed Consent Process 39 
I. Informed Consent Process 39 
ii. Facilitate Understanding 39 
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iii. Documentation 40 
iv. Additional Considerations 40 
F. Participant Privacy, Data Disposition, and Data Confidentiality 40 
I. Privacy 40 
ii. Data Disposition 41 
iii. Confidentiality 43 
G. Potential Research Risks or Discomforts to Participants 44 
H. Potential Benefits of the Research 44 
Investigator Qualifications, Roles, and Training 44 
I. Investigator Qualifications 44 
ii. Roles and Research Duties 45 
iii. Training and Oversight 45 
iv. Translator 45 
Appendices to the Research Plan 45 
Bibliography 46 
 
  
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Introduction 
Connections between one another are a foundational piece of the human 
experience. Creating genuine human connections, especially in one’s non-native 
language, relies heavily on knowing the cultural and social rules of the target language 
(Roever, 2017). One way to address and learn these differences is through second 
language (L2) pragmatics (i.e., how speakers express and interpret meaning). More 
specifically, pragmatics is defined as “meaning as communicated by a speaker (or 
writer) and interpreted by a listener (or reader) …. and [to be able to interpret] people’s 
intended meanings, their assumptions, their purposes, or goals…” (Yule, 1996, 3-4). 
While the field of pragmatics is broad (Sykes, 2018; Taguchi, 2017; Wardhaugh and 
Fuller, 2021), operationalizing pragmatic ability as related to language teaching and 
learning is essential. At the macro level, there are four fundamental pragmatic 
dimensions - politeness, or politeness orientation, (i.e., of the preferred group-oriented 
or individually oriented strategies used in language). Group-oriented strategies are used 
to express solidarity, interdependence, and affiliation. In comparison, individual-
oriented strategies are used to maintain the speaker’s individuality and freedom of 
action. Power refers to the control and decision-making authority that one has in a 
relationship between two interlocutors. There are three categories that interlocutors will 
typically fall into in day-to-day interactions: equal or neutral power (e.g., such as with a 
friend or a colleague), more power (e.g., being that the individual is a boss or instructor 
over people), and less power (e.g., an employee or a student). Social distance refers to 
how well the interlocutors know one another (see section 2.1). Finally, rank of 
imposition refers to the severity or degree of challenge in a language function (e.g., a 
 
 
high rank of imposition is required to ask for a considerable favor, such as borrowing 
money in certain languages). These four fundamental pragmatic dimensions guide key 
interactional patterns across various languages. This project focuses on social distance 
(i.e., how close, or not close, the interlocutors perceive their relationship) as one of 
these critical dimensions. As explored further in section 2.1, the social distance between 
interlocutors is reflected through the language choices speakers make (e.g., a generic 
greeting with an acquaintance as compared to a specific greeting with someone you 
know well) and how a listener interprets those choices (e.g., a certain level of 
indirectness might signal distance to a speaker of Spanish). 
 Despite the critical need for pragmatics in the language classroom, it is often 
ignored (Taguchi, 2012). However, emerging frameworks have the capacity and 
potential to enable practical and scalable classroom implementation in meaningful and 
transparent ways. Sykes, Malone, Forrest, and Sağdıç (2019) describe four pillars   as 
follows:
Knowledge is the ability to know what words, grammar, and semantic elements 
to use. Analysis is the ability to understand the impact of these words and make the 
correct selections for the situation. Subjectivity is the ability to consciously describe 
why the language patterns were chosen. Awareness is the ability to scan other people’s 
reactions to the chosen words and adjust accordingly if so desired. These four pillars are 
foundational to operationalizing the teaching and learning of pragmatics in the target 
language and can serve to frame learning outcomes and assessment needs.  
In addition to new frameworks, emerging technological tools (e.g., digital games 
and simulations) also benefit pragmatic instruction. AR, VR, and other CALL 
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(computer-assisted language learning) devices have seen remarkable success in recent 
years (Godwin-Jones, R., 2016; Castellano, 2016; Xie et al., 2019; Alfadil, 2020) by 
implementing known mediums that students use, such as social media or video games, 
creates a prospect for a more engaged classroom. Although, game-based learning is not 
new to the realm of education. It offers opportunities for active learning, problem-
solving, creativity, self-regulation, personalized learning, and fun social interaction 
(Bober, 2010, Veach, 2019). As seen below, each of these is critical to the game 
discussed in this project.  
Games, more specifically mixed-reality experiences (MREs), facilitate 
immersive storytelling, objective-based education, and digital literacy. As an example 
of immersive storytelling, Xie et al.’s (2019) use of VR tools in a foreign language class 
of high-level Mandarin Chinese class provided an authentic, real-life setting for the 
students to navigate. The activity flipped traditional instruction by having students 
become tour guides of each area that the class explored. This allows students to engage 
in active learning, creativity, and a personalized learning experience because they 
themselves control how to “run” the tour. The study concluded that students had 
improved their presentational skills, pronunciation, and creative writing skills in their 
L2, showcasing the effectiveness of personalized, innovative learning experiences.  
These properties that are shown by Xie et al. (2019) showcase the pinnacle 
aspects of the MRE. Having an innovative and engaging learning experience has the 
capacity to strengthen L2 pragmatic acquisition. In addition, being able to navigate 
digital spaces is becoming fundamental in modern-day society.  
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Castellano (2016) emphasizes confidence in the contemporary social media 
environment. Through an Advanced Media English course, designed to develop further 
skills that students have learned in the second year of Media English, students learned 
the importance of media knowledge whilst also learning English. Objective-based, each 
lesson has a visual, achievable goal to obtain, having the outcome of a viewable 
material they had created. The study concluded that switching from media content 
consumers to content producers had a positive confidence transfer to media used and 
multimodal fluency. This developed the students' sense of the modern social web, which 
allowed for more meaningful participation. MREs reflect the findings by implementing 
multimodalities to learn communication skills across different platforms. Emphasizing 
that having the skills to both consume content and create content is essential for 
learning digital fluency. Another facet of MREs is the AR implementation as described 
by Godwin-Jones (2016). This study demonstrates the potential for independent play 
and classroom application. 
Godwin-Jones (2016) argues that location-based AR games are a pinnacle of 
pragmatic learning. Godwin-Jones evaluates Holden & Sykes's (2011) AR game, 
designed to teach Spanish pragmatics to ACTFL intermediate-level learners (ACTFL 
Proficiency Standards). The gameplay combined classroom activities, independent play, 
and specific site visitation. Having the narrative of murder mystery in the prohibition-
era enamors the player to complete the story while also practicing and learning Spanish 
pragmatics. Results showcase the immense potential in a mixed media experience, 
where not only possessing an engaging learning experience but acquiring beneficial 
social and pragmatic information. 
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Learning with a game, rather than from a game, is where the true potential of the 
MRE emerges (Reinhardt, 2019). Specifically, this thesis explores the potential of 
MREs to extend our understanding of L2 pragmatics, games and play, and the 
integration of digital and analog materials in learning. In doing so, it will draw on the 
social distance component of a pilot implementation of an MRE designed to facilitate 
L2 pragmatic development. The sections that follow address the ways in which this 
implementation reflected Daradics, Knight, & Sykes’ (2022) critical dimensions of 
learning via MREs - (1) superseding social structures and hierarchies, (2) integration of 
supportive frames and schema, (3) leveraging multimodalities, and (4) facilitating 
immediate and possible futures.  
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2. Foundational Concepts 
2.1 Social Distance and L2 Pragmatics 
Within the L2 classroom, there is a strong focus on the ability to speak (Brown, 
2016). At the macro-level, speaking is a fraction of mastering an L2 (e.g., reading, 
writing, speaking). However, pragmatics, as a critical component of interaction, is 
largely ignored (Dorado Escribano, 2019; Danaei et al., 2020). As stated in Section 1, 
pragmatics comprises four macro-level fundamental dimensions that are critical to 
interpersonal communication. One of which is social distance, which plays a vital role 
in creating personal connections. Out of the four macro-level fundamental pragmatic 
dimensions skills, social distance is the subject matter that focuses on the perceived 
relationship, or ‘closeness,’ between the interlocutors. 
Social distance is the skill that deals with relationships and the ‘closeness’ that is 
felt between each other (Boguñá et al., 2004; Sykes, 2018). Learning how social 
distance impacts language use and interpretation are essential for making solid and 
meaningful connections. Another contextual factor impacting the scale of perceived 
like-mindedness or similarity of behavioral disposition between a speaker and 
addressee. For instance, they derive from similar backgrounds, acquaintance(s), or 
personal characteristics – like gender. It is the feeling of ‘closeness’ with someone in a 
verbal relationship, and this ‘closeness’ impacts how an individual would speak and 
relate with others (Castellano, 2016). For example, a language learner may use distance 
maximizing strategies to show deference when the situation calls for a more immediate 
topic at play. Therefore, context and social situation largely contribute to the topic’s 
perceived appropriateness. As learners develop second language skills, it becomes 
6 
 
 
increasingly important to expand one’s repertoire to create these conditions across 
differences. Besides background connections, contextual elements play apart in social 
distance. 
For example, greetings and small talk in day-to-day life and the ways language 
might vary between family or friends compared with an acquaintance or coworker. The 
speaker may discuss overarching aspects of the family members - such as workplace, 
personal traits, or age. Whereas individuals with a deeper connection, such as a close 
friend, are considerably more likely to discuss more intimate details. They could be the 
genuine struggles occurring and more personal stories with intimate details. This 
element of social distance is an example of a more Standard American English scenario. 
In some languages, such as German or Italian (Dressler & Barbaresi, 2011), a speaker 
would not mention family with a coworker because that is the pragmatic norm. 
Concurrently, this might be essential for constructing workplace trust in some other 
language communities. The variance among these languages, especially when not 
discussed, can be a significant challenge for new learners, which inevitably derails 
attempts at forming interpersonal relationships. While seemingly simple in definition, 
there are intricacies within a social distance (Roever, 2017), which are the social deixis. 
Another example of how social distance is encoded in a language is that of 
social deixis. Social deixis deals with the word choice or ‘coding’ of the social status of 
the addressed – for instance: ‘your majesty, boss, etc.’ (Manning, 2001). There are three 
main components within social deixis: person, place, and time. Depending on social 
subjectivity, social deixis will appear depending on the ranking of the individuals.  
7 
 
 
 More often than not, classrooms emphasize social distance by placing phrases 
and habits - such as formality and using singular pronouns like ‘sir’ or ‘ma’am.’ This is 
because singular pronouns are meant to show a sign of respect further and not to use an 
individual's name in these contexts, resulting in a placed distance in the relationship 
(Helfgott et al., 2008). While conversations may vary, textbooks used in the classroom 
emphasize distance creation strategies to convey further respect for the autonomy of the 
listener. By not having proper conversational language used by expert speakers, a 
student will not have the chance to experiment with relationship forming.  
A potentially effective way to address this social distance and language in the 
classroom is by having students directly engage with various patterns across 
communities and pragmatic preferences. As will be seen in the following section, MREs 
offer unique affordances to address this variability.  
2.2 What is an MRE? 
Mixed-Reality Experiences (MREs) bring together three technological tools, 
augmented reality (AR) and virtual reality (VR), and analog materials (Daradics, 
Knight, and Sykes, 2021) to create playful learning simulations and games. Augmented 
reality use is derived from smart devices - such as tablets or cell phones - that scan QR 
codes to ‘pop-up’ images or videos. Initially, AR and VR were used for entertainment 
purposes but have recently been showcased within the teaching world. Such as by 
Danaei et al., (2020), the immersion in reading L2 children’s books is heightened by 
having voiced pop-ups and animated characters. AR also saw a significant boom in 
popularity in 2016 with the introduction of the mobile game Pokémon GO. Having 
players catch as many Pokémon as possible – upwards of five hundred as of 2021 – but 
8 
 
 
making the gameplay entirely based on walking to catch Pokémon enticed exploration 
and exercise (Godwin-Jones, 2016).  
MREs use a similar function in that the physical world is used to have students 
be immersed in the context of the correct learning environments while also using an 
analog element to ground the learner. In these play-oriented and immersive experiences, 
participants will complete collaborative, multi-step simulations to unpack critical 
knowledge related to targeted pragmatic functions (Sykes & Knight, 2020). Play-
oriented learning environments help motivate collaboration, a definitive aspect of the 
MRE experience. Emphasizing collaborative skills helps bring awareness to the 
pragmatic abilities being explored. MREs capitalize on these game-play mechanics and 
experiences to research essential information in the target language’s functions. They 
use analog media (such as physical world puzzles involving moving pieces and correct 
placement of items) and digital media (where augmented reality comes into effect). By 
giving examples of vastly different social distance preferences outside of their existing 
cultural frame, learners will find MREs to heighten social distance comprehension by 
providing tangible examples without fearing the consequence of a wrong interpretation. 
MRE and learning social distance patterns allow the space for trial and error. 
Virtual Reality is the digital medium of using an optical device that attaches to 
the user’s head to immerse them into a new world. This process has primarily been used 
for entertainment, but it has sparked interest in other fields with its rise in popularity. 
For example, it is seen as a teaching tool in the classroom, military training, and 
exploration of things outside of reach (Alfadil, 2020). Recent use within the classroom 
setting comes from Xie et al., 2019, wherein students used VR in a high-level Mandarin 
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Chinese classroom to place students on the streets of China to function as virtual tour 
guides to their classmates. Xie et al.’s article relates to MREs by focusing classroom 
activities on student-led explorative learning. 
2.3 Pilot Implementation - Welcome to Byru’Moxia 
To further inform the conceptual ideas presented here, the research team 
engaged in a pilot implementation of one MRE - Welcome to Byru’Moxia - specifically 
focused on the macrolevel dimensions of L2 pragmatics.  
Welcome to Byru’Moxia entails a combination of analog and digital assets that 
participants must use to complete an escape room-type simulation. To launch the 
experience, participants view a short video that introduces them as space explorers who 
have crash-landed on the planet Byru’Moxia. Their mission is to escape the planet by 
finding four power crystals related to one of the four mentioned macro-level dimensions 
of pragmatics (i.e., politeness, power, solidarity, and rank of imposition). On the planet 
of Byru’Moxia, participants will meet the Byrumoxi aliens, each of which has different 
preferences around language use (the non-human oriented condition). The participants 
must solve the four puzzles within the allotted time to escape the planet (forty-five 
minutes). This game experience allows participants to complete collaborative, multi-
step simulations to unpack critical knowledge related to targeted pragmatic functions 
(Sykes & Knight, 2020). Specifically, they must figure out speaker and listener 
preferences and make languages choices that are appropriate for the context.  
For the pilot implementation discussed here, eighty-six participants 
(undergraduate and graduate students) engaged in the experience via zoom video 
conference and breakout rooms. Each was training to be a multilingual ambassador for 
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the summer 2022 World Track-and-Field championships. All the ambassadors spoke 
more than one language. For this reason, the MRE environment seemed like a superb 
setting for these individuals. Further details on how the pilot implementation was done 
and initial observations of this pilot implementation are explored further in detail within 
Section 3. 
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3. MREs and Learning Pragmatics  
The early development of computer-assisted language learning (CALL) has had 
a significant impact on the use of virtual reality (VR) and augmented reality (AR) in the 
classroom. Current materials that include VR/AR technology have had impactful results 
on L2 learning capabilities such as reading, writing, speaking, and listening (Gordon-
Jones, 2016; Pan et al., 2017; Xie et al., 2019; Aldeguer & Akombo, 2019). A way in 
which these learning capabilities are being taught is through the popular entertainment 
medium of the escape room. Escape rooms are created around a theme (e.g., on a pirate 
ship, spy heist) designed to challenge participants by having them solve puzzles in an 
allotted time of usually sixty minutes. Popularized in Kyoto, Japan, in 2007, these 
group-oriented activities have seen worldwide enjoyment. The MRE utilizes this known 
gameplay type of an escape room within this pilot implementation.  
The challenge with using MREs is that, beyond anecdotal evidence, there is not 
a keen sense of what happens in escape rooms regarding how play and collaboration 
manifest themselves (Pan et al., 2017). MREs have limited research about how they can 
be used for L2 pragmatics, with this being the first project to systematically examine 
ways in which MREs can be used to help learners develop key pragmatic skills related 
to each of the target pragmatic macro-dimensions of politeness, power, social distance, 
and rank of imposition.  
Fortunately, elements that have been used within the intervention – digital 
discourse, internet connectivity, augmented reality/virtual reality – have been 
researched more extensively in the last few years (Debabi & Bensebaa, 2016; Goodwin-
Jones, R., 2016; Xie et al., 2019). Education can vastly benefit from the medium of 
12 
 
 
games. The main praise of MREs is the practical skills learned. By ‘gamifying’ 
learning, individuals are more likely to stay focused and retain the information 
presented (Debabi & Bensebaa, 2016). Previous studies have shown significant data 
supporting the inclusion of AR within the classroom (Danaei et al., 2020; Alfadil, 2020; 
Xie et al., 2019). This is partly due to its quantifiable effect on retained vocabulary, 
story retelling, and immersion (Danaei et al., 2020; Alfadil, 2020; Xie et al., 2019). In 
addition to this, several studies (Goodwin-Jones, R., 2016; Pan et al., 2017; Aldeguer & 
Akombo, 2019; Dorado Escribano, 2019; Cruz, 2019) stress the fundamental skills that 
not only help within the classroom but in their lives are acquired through MRE’s 
implemented technology; communicative, decision making, and team building to name 
a few (Pan et al., 2017; Aldeguer & Akombo, 2019; Dorado Escribano, 2019).  
With this research in mind, this thesis will explore how mixed reality can be 
used to learn how social distance is expressed across languages. Participation in mixed-
reality experience puzzles that focus on social distance can impact participants’ 
expression and interpretation of social distance.  
MREs have the capacity to immerse students within a new social context and 
structure while simultaneously creating conditions under which pragmatic skills are 
fundamental for success. For example, the MRE that is the focus here requires 
participants to utilize essential pragmatic skills directly tied to the aforementioned 
pragmatic dimensions of politeness, power, social distance, and rank of imposition in 
order to recover four power crystals and fix the broken spaceship. This is done by 
understanding the Byrumoxi community and their social deixis ‘coding.’ All 
information is gathered using Captain Everlight’s journal (see section 2.2 for more 
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details on the MRE). In doing so, the experience draws on four fundamental affordances 
of MREs to contribute to learning - (1) superseding social structures and hierarchies, (2) 
integration of supportive frames and schema, (3) leveraging multimodalities, and (4) 
facilitating immediate and possible futures (Daradics, Knight, and Sykes, 2022). The 
sections that follow explore each in detail. 
3.1 Superseding Social Structures and Hierarchies 
Undoubtedly, the world around us affects the way we act and behave. We have 
come to expect, and rely on, the stability and predictability that the structure affords 
(Herik, 2020). However, being engrossed in these environments can conceal ignored 
aspects of the situation - ideologies, hierarchies, and social structures - that influence 
actions (Ennser-Kananen, 2016). Such consequences emerge as being uncooperative 
amongst peers, lack of communication, and disassociated image due to status (Ennser-
Kananen, 2016). From this viewpoint, MREs intend to bypass archetypal social 
structures and hierarchies by purposeful vagueness in information and for the means of 
individual and collective cooperation (Daradics, Knight, Sykes, 2021). Non-human-
oriented conditions (Byrumoxi) layered with ambiguous details allow for an aspect of 
curiosity to inspire epistemological exploration, even though discomfort is caused by 
uncertainty. They create a space for exploration without fear of negative consequences 
(Thorne, Black, and Sykes, 2009). Social structure and hierarchy are underspecified 
resources in combination with the lack of knowledge about making headway, which 
motivates collaboration to gather information from the domain—resulting in the 
participants' current structure and hierarchies being bypassed, suspended, and/or altered 
for a narrative play and experience building.  
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The resources within the MRE are purposefully lacking in contextual 
information. Thus, hypothesis tests and critical analysis are required to understand the 
new social structure presented. In combination with the lack of knowledge about how to 
make headway, having underspecified resources motivates collaboration to gather 
information from the domain (Sykes, 2018; Harren, 2020; Alfadil. 2020) with the 
intended result of the participants' current structure and hierarchies being bypassed, 
suspended, and/or altered for the purpose of a narrative play and experience building.  
In addition to the gameplay itself, the MRE content requires participants to 
uncover the fictional hierarchy established by the Byrumoxi. As can be seen in Figure 1 
below the participants were shown the power structure of each of the six Byrumoxi. 
They were then asked to utilize this information to make decisions about language use.  
  
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                    Figure 1: Social structure and hierarchy  
Each different group of Byrumoxi (represented by a distinct color) has an 
associated profile that the participants use to inform themselves about the civilization's 
social structure and hierarchies. Social distance and its representation are vital to 
understanding the Byrumoxi community and their social deixis ‘coding.’ All 
information is gathered using Captain Everlight’s journal. Furthermore, through 
hypothesis and critical thinking, participants must uncover and determine the social 
structure and hierarchies in the fictional world without being explicitly told. For 
example, Figure 2 (see below) shows that the red Byrumoxi is the ‘Chief Commander 
of Intersellarlocutor Station’ (parallel to a high-ranking person in power). Preferring 
clear organizational roles (i.e., Red Byrumoxi being in charge) and those who are 
16 
 
 
employees (i.e., Green Byrumoxi) should follow this established hierarchy. Because of 
Green’s use of direct questioning (see Figure 6) of the station’s mission (see Figure 2) 
comes across as off-putting to the Red Byrumoxi. Participants must draw conclusions 
from each of the different Byrumoxi social media pages about their hierarchical 
preferences to uncover and understand the community's power dynamic (hierarchy) (see 
Figure 1). Participants experience a structured unfamiliarity and an unpredictability 
with the intention of undergoing minor frustration. This is done on purpose and is a 
desired element for the environment of the MRE to attempt at the activation of the 
social engagement system of the nervous system to stimulate the prosocial behavior of 
collaboration and openness (Wagner, 2016; Daradics, Knight & Sykes, 2022).  
What was observed in the pilot implementation was that participants engaged 
with the social media pages intently to glean key information. The familiarity with the 
layout of social media platforms is inviting, sparking curiosity and exploration. 
Moreover, they were able to gain insight into how power impacted social distance. 
Participants would generally know what is displayed on a social media page, but not the 
details themselves. Which is the unfamiliar aspect of the puzzle. Posts differ between 
each Byrumoxi to show how each person’s preferences impacts their own language use. 
As such, in addition to solving the puzzle, learners gain key skills for examining 
pragmatic patterns and apply them in any language they are learning.  
 
17 
 
 
 
 
        Figure 2: Red Byrumoxi social media page 
3.2 Integrating Supportive Frames and Schema 
MREs simulate the universal under specification of life itself (see superseding 
social structure) by crafting an intricate frame (i.e., the narrative of space, see Figure 3) 
and implementing a set of schemas (the games/puzzles) designed to facilitate learning. 
These supportive frames and schema are the housing of the MRE activity and frame the 
contextual decisions learners make. This strategy intends to make a situation where 
participants are aware that the gameplay contexts are contrived and not at all like their 
day-to-day lives. The frame is the catalyst to recalibrate expectations allowing for an 
alternative perception and interactional behaviors to shift awareness (Daradics, Knight 
& Sykes, 2022). Crafted frames have the intention of allowing participants to perceive 
an alternative perception and interaction behaviors to move sense awareness. The 
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schema in the context of an MRE is the games (puzzles) themself. Each puzzle is 
designed to have various rules and stipulations attached that facilitate complex, open-
ended, and emergent interactions by shaping participation and linking material, 
information, and experience.  
Based on these commonalities, MRE’s construction implements the frames with 
schema (Daradics, Knight & Sykes, 2022). The frame within this context is the 
narrative of deep space. This was purposefully chosen to create a narrative that would 
be familiar to the participants but used in a novel way.. Therefore, the schema is built 
around this narrative of unknown deep space by having games/puzzles that incorporate 
a theme of space and science fiction (e.g., alien interaction, ship cockpit, power crystals 
- see Figures 2, 3, 4, and 6).  
The engineered frame represents the social distance to simulate what it would be 
like to experience an unfamiliar environment without prior knowledge. Only being able 
to comprehend once delving in without fear of mistakes will inevitably happen (Sykes 
& Reinhardt, 2013). What was seen in the pilot implementation was that participants 
took risks in developing hypotheses around the story’s narrative. Moreover, this 
willingness observably increased as learners became more familiar with the task at 
hand. Having an environment that allowed for interpretation - because it was an 
unknown context – seemingly allowed for genuine engagement. 
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           Figure 3: Spaceship’s Cockpit 
 
 
   Figure 4: Power Crystals 
            
3.3 Leveraging Multimodalities 
Multimodalities are the aspects of speech and writing modes with clear 
affordances, treating them as means of communication. These modes are socially 
shaped communication shaped by the community's needs (Kress, 2015). Each 
community, therefore, has differing senses of value in the modality. Kress (2015) gives 
the example of in the semiotic world, those who do not have sight, sound, and the 
ability to hear will have a completely different position of importance in that population 
than in a community that does have sight. Multimodalities have the capacity to bridge 
semiotic differences between communities or the “semiotic gaps” (Kress, 2015; Saeed 
& Arfan Lodhi, 2020); in other words, symbolic communication through signs, logos, 
and other nonlinguistic communication methods. This is further emphasized by the 
20 
 
 
ubiquitous nature of social media and the connectedness of the modern-day (Kress, 
2015; Saeed & Arfan Lodhi, 2020).  
The evolution of communicative means - internet, social media, texting- and 
their forms are dependent on communities and individuals. Because communities and 
individuals are the agents of meaning to unfamiliar words, meaning is derived from 
various communicative modes. (Kress, 2015; Daradics, Knight, & Sykes, 2022). MREs 
include multimodal inputs to showcase how communication is evolving to support 
practices required for language learning. Using varied digital media modes, the MRE 
promotes a heuristic approach to learning about multimodalities by allowing students to 
discover and determine how each Byrumoxi communicates digitally and verbally 
(Daradics, Knight, & Sykes, 2022).  
This is vital for MREs to simulate non-aligning communicative expectations 
with participants (Daradics, Knight, & Sykes, 2022). Multimodalities within MREs, 
therefore, are designed as diverse tasks that encourage a multitude of cognitive practices 
that stimulate engagement: building explanations and interpretations, observing, and 
describing, making connections, wondering, and questioning, considering other views, 
evidence-based reasoning, uncovering complexity, and forming conclusions (Ritchhart 
and Church, 2020). By design, it allows the opportunity for participants to take part in 
analog elements and applications, resulting in a feeling of an authentic, real-world 
experience (Daradics, Knight, & Sykes, 2022). As such, MREs employ multimodal 
inputs to mirror how communication is evolving. For instance, in diverse digital media, 
the expectations of forms are vastly dissimilar to those of analog media (hand-written 
letters). Digital media would allow the use of specific slang and abbreviations (“sus” 
21 
 
 
and “lol”) because of the mode (Sykes, 2018). Defined as “ciberpramatics” by Yus 
(2010), it is the pragmatic conduct in a digital space. The behaviors in an online context 
are foundationally important for L2 learners. These rich environments are essential for 
language learners to pragmatically explore and experiment to develop L2 pragmatic 
fluency (Sykes, 2018). 
Social distance, therefore, is affected by multimodality or the mode in which the 
interlocutors communicate. This is because context dictates the appropriate social 
distance that is expected. Understanding the relevant strategies depending on the 
context, phrases, and terms differ in the positive or negative social distance (e.g., when 
drafting emails to coworkers versus speaking in person). Multimodality is modeled 
within the MRE in the form of blog posts made by Byrumoxi citizens. Through the 
gameplay elements, multimodality is simulated by audio transcriptions and faux digital 
media posts. Each mode challenges participants to discover how different Byrumoxi 
citizen communities speak and their preferences to be communicated. Multimodality is 
simulated by audio transcriptions and faux digital media posts. Each mode challenges 
participants to discover how different Byrumoxi citizen communities speak and their 
preferences to be communicated to. Figure 5 below is an excerpt from Captain 
Everlight’s journal - the analog element of the MRE - and where participants gather the 
information necessary to complete puzzles. Using the given social media profiles within 
the journal, participants will determine the correct response to each distinct Byrumoxi. 
This puzzle implements an element of each of the pillars of pragmatics (Power, 
multimodality, rank of imposition, and social distance).  
22 
 
 
 
Figure 5: Excerpt from the Social Distance puzzle 
 Each individual Byrumoxi has a preferred social distance level, either more 
negative or positive. To determine this level, there are snippets of digital media posts 
that characterize each of the distinctly colored Byrumoxi. Their profiles display their 
likes, dislikes, and interests while giving hints to how their preferred social distance 
level is determined. For example, the Green Byrumoxi likes friendships and not wasting 
time (see Figure 6). Therefore, it can be concluded that quick, friendly dialogue is the 
preferred way to communicate with this particular group of Byrumoxi. Social distance 
would be represented by informality and straight-to-the-point conversations (A1 on the 
audio transcription - see Figure 5).  
This puzzle relates to each of the three pragmatic pillars as well (power, rank of 
imposition, and politeness). The puzzle relates to the power between the interlocutors 
depending on which Byrumoxi is speaking. The puzzle requires the participant to 
23 
 
 
review each of the six Byrumoxi social media pages for information about their power. 
The Green Byrumoxi prefers a direct way of speaking, and it can be interpreted that all 
communication is at the neutral level variance (see section 1 for more information about 
variances). 
 Politeness is seen in the puzzle by giving various responses to the radio requests 
and depending on the politeness orientation that the Byrumoxi that the participant is 
responding to, will determine the correct response. Using the Green Byrumoxi as the 
example, it can be concluded that group-oriented politeness would not be effective (A3 
response in Figure 5). This is because an individual orientation of politeness is 
displayed through the dialogue that the Green Byrumoxi has used – in addition to their 
social media page.  
Rank of imposition is shown by the degree of challenge in the request (for 
question A, asking to change a project in a staff meeting – see Figure 5). To request 
something of this magnitude, participants must interpret the severity of such a request 
by reviewing the possible answers and reflecting over the Byrumoxi social media pages 
to determine their preferred way in which to request something. Each puzzle within the 
MRE has a similar structure in how they are manufactured. This is done in an effort to 
repeatedly display the fundamental pragmatic pillars.  
24 
 
 
 
       Figure 6: Social media profile of the Green Byrumoxi 
3.4 Immediate and Possible Futures 
There are two distinct aspects of types of futures. Immediate is the feedback 
from live facilitators of the MRE (replicating an instructor’s feedback) and the output 
from the game (indication of correct/incorrect answers). The purpose is to create 
immediate connections supported via structured facilitation and the co-creation of 
meaning within the play space, compelling engagement. With the goal that the bonds 
will aid openness and serve as first steps toward ongoing, continued collaboration 
(Copley, 2002; Sykes, 2018; Daradics, Knight, & Sykes, 2022).  
25 
 
 
MREs are fabricated to encourage and perpetuate active participation like games 
and play. Moreover, in doing so, they formulate situations of possibility on multiple 
scales (Throne, 2016) that are supported with easily understood, accessible, and timely 
feedback.  
Future social and semiotic resources teach individuals how to interact with one 
another in unknown situations; therefore, they can fall back on appropriate responses. 
Examples are social occasions (e.g., celebrations) because celebrations all have their 
own unique expectations and rituals associated with them. Having a set number of 
‘appropriate responses’ in most situations will ease communication difficulties in those 
situations.  
The importance of feedback is placed at the forefront of the MRE. Each group 
of participants has the option to ask for hints if there are situations that which they are 
stuck. Additionally, facilitators weave through each room, checking in. 
Participants in the pilot implementation were in intercultural communications 
ambassador training for a significant summer games event occurring in July of 2022. 
What was observed from the pilot implementation is that participants’ immediate future 
goal is the game itself - to learn something about intercultural communication. 
In July, the envoys will encounter any number of different situations where the 
way social distance manifests in a language is different across groups. It is expected that 
their experience with the MRE will help inform this experience in various ways, 
including the ability to assess when and how miscommunication might occur. Also, 
talking amongst themselves via a shared experience creates the possible unintended 
future for more collaboration.  
26 
 
 
4. Implications for Future Research and Teaching  
This thesis presents the MRE’s contribution to learning (1) superseding social 
structures and hierarchies, (2) integration of supportive frames and schema, (3) 
leveraging multimodalities, and (4) facilitating immediate and possible futures for both 
classroom and non-classroom settings. Learning a second language is not only the 
acquisition of the language but the development of new ways to self-regulate and create 
meaningful relationships with new people. 
Systematic data analysis is beyond the scope of this project (See Appendix A). 
However, future work should begin to ask the questions posed here and confirm the 
insights found in the initial pilot implementation. MREs show the acceleration of 
elaborate cooperation through feedback, frames, and schema, bypassing social 
structures and futures. In this particular pilot, the groups who collaborated were wildly 
successful, some finishing in almost half the time. Future work should examine how 
this collaboration impacts specific learning outcomes in the four pragmatic areas 
addressed here.  
In addition, the intervention of MREs offers significant customization capacity 
that can be exploited to suit proficiency standards such as ACTFL, CEFR, and 
American English Institute. As technology continues to improve, so does the power of 
the MRE. 
Future research would be needed to evaluate the effectiveness of the MRE for 
learning the three other pragmatic elements and validate the critical pilot findings 
discussed here. Other aspects that would vastly improve data collection would be 
increased sample size and longitudinal data collection.  
27 
 
 
Furthermore, the effectiveness of in-person groups and how non-native English 
learners would be affected and benefit from the games. Finally, the MREs could be 
more widely available to implement in various classroom environments (elementary 
school to university level).  
28 
 
 
5. Conclusion 
Observing the field of recent language acquisition means language acquisition is 
at an incredible potential crossroads. With technology improving rapidly, second-
language acquisition’s need to adapt to the changing climate is paramount (Godwin-
Jones, 2016; Xie et al., 2019; Taraldsen et al., 2020). The pilot implementation suggests 
that efforts to develop more focused attention on pragmatic elements through an 
interactive way would result in a more engaged class and materials being more 
cemented in memory. Therefore, teaching students pragmatic elements should not be 
seen as a supplementary element but rather indispensable in preparing L2 learners' life 
journeys.  
 
 
 
 
 
 
  
 
  
29 
 
 
Appendix  
Complications due to the Covid-19 pandemic limited the research scope of this 
project. However, below is the research plan developed in collaboration with the Center 
for Applied Second Language Studies. The project discussed here is one component of 
this larger study.  
30 
 
 
IPIC Cooperative Digital Language Platform 
 
A. Introduction and Background 
 
This project seeks to design, build, and perfect through research a digital 
software paradigm tool for language acquisition and retention (hereafter referred to as 
IPIC Cooperative Digital Language Platform; ICDLP) to be used both 1) in the 
university environment (class or residential environment) and 2) in individual self-
study. As such, this research investigates the teaching of pragmatics and how 
individuals learn to use language in a functional way. For example, some learners of 
English are confused with the question: “How is it going?.” This question is confusing 
because it is a colloquial way for English speakers to greet one another, and not 
necessarily a question in the usual sense. 
This project aims to measure and catalog such misunderstandings and teach the 
cultural competencies required to negotiate (or avoid completely) the 
misunderstandings when they arise. [Please note that there are some similarities 
between this and a previous “Digital Language Learning Experience” protocol. These 
protocols differ most greatly in their theoretical background/aims and in collaborative 
partners.] In addition, we will be collaborating with Margaret Malone, PhD, a 
researcher at the Assessment and Evaluation Language Resource Center (AELRC) at 
Georgetown University. AELRC is a Title VI Language Resource Center that supports 
the development of world language assessment. They have a review board which will 
handle the process on their end, and this document will be forwarded along with this 
protocol. 
31 
 
 
 
This mixed-methods study will involve data collection as a requirement of use 
of the ICDLP. This data will reside on CASLS/University of Oregon servers, or on 
Georgetown/AELRC servers. However, all use of the data for research purposes will 
only occur for those participants who have expressly agreed that their usage data may 
be utilized for research endeavors. 
B. Specific Aims and Study Objectives 
This project seeks to design, build, and perfect a digital platform, the ICDLP, for 
teaching, learning, and measuring language acquisition and retention. Specific research 
questions include: 
RQ1: Can the ICDLP improve the teaching of pragmatic abilities? 
RQ2: Can the ICDLP accurately measure pragmatic competence? 
RQ3: Are learners' perceptions of their language proficiency in alignment with 
their demonstrated competencies? 
RQ4: To what extent is demonstrated pragmatic competence correlated with 
demonstrated language proficiency? 
C. Methods, Materials, and Analysis 
i. Consent 
Consent will be acquired digitally, through the ICDLP. Participants who utilize 
the software will have the ability to consent to having their data used for research 
projects. Those individuals using the software who do not consent will not have their 
32 
 
 
data utilized for research projects in any way. Further details of the consent process are 
outlined below (see Section E of this document and affixed Consent documents). 
 
ii. User Profile Questions 
During registration, participants will be asked to complete the User Profile 
Questionnaire (see Section F of this document and affixed document), a user profile 
about which language they are teaching and/or studying and what kind of classroom and 
other language study they have done. The question about language of study is necessary 
for interaction on the ICDLP and is required of all participants. The other profile 
questions are optional for all participants. Demographic data will also be captured 
including age, place of origin, languages spoken, and gender. For those consenting to 
the research study, their answers will be used for grouping data related to interactions 
on the ICDLP. 
iii. Digital Platform Data 
All actions taken by all participants using the ICDLP will be recorded, including 
clicks, text comments, and uploaded files, such as text, graphics, and recordings. For 
those consenting to the research study, these data will be analyzed to determine how 
participants approach and execute tasks, how long they spend on specific tasks, how 
they interact with other participants, and the amount and quality of foreign language 
production and comprehension exhibited. All results will be aggregated for reporting 
purposes. 
 
33 
 
 
iv. Participant Feedback Surveys 
At the completion of each task within the ICDLP, participants who consent to 
the research study will be presented with a brief survey, Feedback Survey (see Section 
F of this document and affixed document), to obtain feedback about the task completed. 
These surveys are optional and can be skipped at any point. These data will be analyzed 
to determine participants’ level of interest in the tasks, which tasks should be improved 
to promote learner engagement, whether the tasks were suitable for the participants’ 
language ability, and whether the tasks functioned well technologically. 
v. Audio-recording of face-to-face digital platform review sessions 
Participants will be invited to ICDLP review sessions (conducted as interviews 
or focus groups) to provide feedback about the tasks within the platform (see Section F 
of this document and affixed document). These sessions will be conducted via video 
conference, though the participants’ likeness will not be captured during these sessions. 
These sessions will be audio- and video-recorded and transcribed. Subjects will be 
informed of the recording in advance and will be able to opt in via a separate consent 
procedure (see Section E of this document and affixed document). Qualitative analyses 
will seek to determine how tasks withing the ICDLP can be improved to promote 
participant engagement.  
34 
 
 
vi. Language Proficiency Check 
Before the completion of tasks within the ICDLP, participants will be asked to 
complete a C-Test (see Section F of this document affixed example in Spanish), a gap-
filling test, to determine their language proficiency. Before the completion of tasks, they 
will also be asked to answer a short set of questions, the Language Proficiency 
Questionnaire (see Section F of this document and affixed document), (one to five) 
designed to guide them in the self-evaluation of their proficiency in the language. The 
C-Test will be anonymously scored by research assistants, and the self-evaluation will 
be scored automatically and anonymously. These data will also be used in statistical 
analyses to compare participants demonstrated pragmatic competence, perceived 
language proficiency, and demonstrated language proficiency. Only results from those 
consenting to the study will be assessed by the researchers. 
viii. Timeline  
This research is iterative and designed to be congruous with usage of the 
ICDLP. As such, data collection will be ongoing and continual. Participants give 
consent for their data to be utilized for research and development purposes. In addition, 
participants are allowed to discontinue participation at any time. 
  
35 
 
 
 
In general, each iteration of the research will follow the schedule indicated 
below: 
Month 1: Participant recruitment 
Month 2: Participants complete tasks in this general order: 
Complete User Profile Questionnaire, Language Proficiency Questionnaire, 
and C-Test 
Complete various tasks within the ICDLP 
Complete the Feedback Survey after tasks are completed within the ICDLP 
Complete the interview or focus group review sessions 
It is expected that the completion of the User Profile Questionnaire, Language 
Proficiency Questionnaire, and C-Test are completed under the supervision of research 
assistants in roughly 30 minutes. The various tasks within the ICDLP will be completed 
in about an hour under the supervision of research assistants. The Feedback Surveys 
will last roughly 10 minutes a piece and will be completed under the supervision of 
research assistants. The review sessions will be completed under the supervision of 
research assistants and, in some cases, the PI. All activities other than the review 
sessions will be completed in one two-hour block. No follow up after review sessions 
with participants is planned. 
ix. Data analysis   
All participants will be assigned a code to anonymize data. The exact type and 
order of statistical analyses used will depend on the specific RQs. In general, we will 
first test the normality of the data and remove outliers, then test our hypotheses using 
36 
 
 
regression analyses, including multilevel models and latent factor analysis. If these 
regression analyses provide the necessary preliminary data, we may then test for 
mediation. All qualitative data will be analyzed using Dedoose analysis software and 
coded for key patterns which align to the research question. 
D. Research Population, Recruitment Methods, and Compensation 
I. Participants  
Participants are university teachers and students who teach and/or study a 
foreign language and who are using the ICDLP as part of their academic experience in a 
class, for self-study, or as part of a residential program. The platform is available to any 
student who wishes to engage or to any instructor who wishes to use it as part of their 
course materials – that is to say, the number is impossible to discretely determine a 
priori as any number of individuals in university-level courses may be exposed (by their 
instructor) to the ICDLP. Likewise, due to the fact that instructors will have the option 
to assign the ICDLP as coursework means that age is also impossible to discretely 
determine; thus, the study is theoretically open to any college-level student taking a 
foreign language and is not restricted by age (or number of participants). That being 
said, we anticipate roughly one hundred participants generally aged 18-25. 
It is expected that all participants are fluent in English, though they may be 
fluent in the language of study as well or in additional languages. All surveys, 
questionnaires, and review sessions will be conducted in English, and the tasks 
completed within the ICDLP will involve the target language (currently Chinese or 
Spanish) as well as some English. All research assistants will be fluent in English.  
37 
 
 
 
ii. Recruitment Methods 
In order to recruit participants, the PI and research assistants at both locations 
will engage in outreach via list serv announcement as well as targeted emails (see 
affixed documents) to department heads, language program supervisors, professors, and 
university students around the county. Teachers and self-study learners will be invited 
to participate directly by the PI and research assistants via email (see affixed document). 
All participants will be asked one time, upon the initial use of the ICDLP, if they would 
like for their data to be used in research and design. Importantly, in the potential use 
case of classroom intervention, instructors may require students to use the ICDLP or 
recommend it as an additional optional activity. However, participation in the research 
study is always a choice for the students individually.  
 
iii. Compensation and Reimbursement 
There is no potential monetary cost to participants or teachers wishing to use the 
ICDLP as a classroom intervention. Teachers will be compensated with ongoing free 
access to instructional materials. A $15 Amazon gift card will be offered to student 
study participants completing at least half of the tasks within the ICDLP. 
AELRC/Georgetown will provide this gift card. 
 
  
38 
 
 
E. Informed Consent Process 
I. Informed Consent Process 
The informed consent will be completed digitally within the ICDLP, just as 
participants sign in to use the platform for the first time (see affixed document). This 
consent process will specify that only consented data will be used even when educators 
are using the ICDLP as a classroom intervention. Agreeing to participate in the study 
will in no way impact a teacher’s evaluation or a student participant’s grade in the 
relevant world language class.  
Informed consent will be acquired by research instances, and in some cases, the 
PI. All research assistants will undergo CITI training, and the PI will hold a separate 
training session related to obtaining informed consent and supervising participants as 
they complete tasks within the ICDLP, surveys, and participate in review sessions. 
ii. Facilitate Understanding 
It will be made clear to the participants in the consent form that they are under 
no obligation to participate, and that they may withdraw consent and discontinue at any 
time. All effort will be made to ensure that participants will have the ability and time to 
read about the study, the reasoning behind the study, and the opportunity to contact the 
primary researcher to learn more about the study, if they so desire. Additionally, 
participants will be invited to ask any questions they have upon consenting and 
throughout the study. 
 
39 
 
 
iii. Documentation 
Since participants consent upon the first time of accessing the ICDLP, 
documentation of informed consent will be stored in the platform’s database. Additional 
documentation related to consent of recording in the video sessions will be stored on the 
secured CASLS/University of Oregon and AELRC/Georgetown servers. All 
participants will be given access to the consent documents and research materials for 
their records. 
iv. Additional Considerations 
Not applicable. 
F. Participant Privacy, Data Disposition, and Data Confidentiality 
I. Privacy 
All participant recruitment will occur via listserv announcement and email (see 
affixed documents). As such, individual participants will not be identifiable by other 
participants during the recruitment phase of the project. Similarly, participant privacy 
within the platform will be protected as all participants will be assigned an anonymized 
code, a code that they will be given upon granting consent. In the event that more than 
one participant engages with the ICDLP or feedback session a time, they will be 
referred to by first name only. However, it is worth mentioning, that in cases in which 
the ICDLP is used a classroom intervention, there is no way to ensure that participants 
from the same classroom are unaware of the last name of their co-participants as they 
likely have made previous acquaintance. Code names will be used in all research 
scenarios with this purpose. 
40 
 
 
Privacy will be further ensured given that the review sessions will be conducted 
via video conferencing. Participants will be asked to turn off their cameras to ensure 
that their likeness is not shared with other participants’ or included in the video 
recordings. 
None of the information shared by participants as part of the study is sensitive; 
the data only relates to their present level of world language proficiency and 
demographic data are only used for data grouping purposes. 
Finally, given the breadth of data sets we are considering in the study including 
click counts, time on task, task results, and the spoken and written opinions of learners, 
we will be able to draw salient conclusions related to both ICDLP iteration and to 
language acquisition if our data set is incomplete.  
ii. Data Disposition 
A variety of data will be collected: participant information, digital platform data, 
participant feedback surveys, audio recording of platform review sessions, and a 
language proficiency check (see affixed documents). The table below provides an 
overview of the data. All participants will be assigned a code to anonymize the data at 
hand. All participants will be informed of all data collected ahead of time. They may 
opt out of data collection at any point.  
Importantly, contact information will be collected during recruitment and 
deleted immediately from the research database once participants are compensated for 
participation. In addition, all participants will be assigned a code number in order to 
ensure the anonymity of the data collected. 
41 
 
 
Category Data Collected 
Participant Information User Profile Questionnaire: (1) language 
they are studying; and (2) The kind and 
duration of classroom and other language 
study they have done. Additional 
demographic information will include age, 
place of origin, languages spoken, and 
gender. 
 
Purpose: Grouping digital platform data 
Digital Platform Data Participant Actions: Click counts, text 
comments, files uploaded or inputted (text, 
graphics, recordings), time on task, 
interactions with other participants, and the 
amount and quality of the target language. 
 
Purpose: Evaluate validity and reliability of 
the ICDLP 
Participant Feedback Surveys Feedback Survey: Perception data related to 
engagement, suitability for learners’ language 
proficiency, and the technological 
functionality of the ICDLP. 
 
Purpose: Evaluate participant interest and 
iterate technological improvements 
Audio/Video Recording of Face-to-Face Recordings: Optional video conference 
Digital Platform Review Sessions review sessions will be conducted. 
Participants’ likeness will not be retained. 
These will be audio and video recorded and 
transcribed.  
 
Purpose: Inform qualitative analyses related 
to improving engagement within and 
functionality of the ICDLP 
Language Proficiency Check C-Test: Gap-filling language test to 
determine language proficiency 
 
Purpose: Inform participant trajectory within 
the platform. Also, used in statistical analysis 
related to demonstrated pragmatic 
competence, perceived language proficiency, 
and demonstrated language proficiency.  
42 
 
 
 
 
iii. Confidentiality 
Participant’s data will be coded. All participants will be assigned a code 
identifier to be kept   separately from any identifying information. Code numbers will 
be used in any instance where specific subjects are discussed. Furthermore, any 
recordings, measures, and data will be kept in password protected files and drives. The 
PI will have access to the code key. This key will be retained by the PI in a password-
protected, encrypted file. 
The recordings themselves will be kept indefinitely for longitudinal comparisons 
of this learning experience with other similar (or more advanced) technologies. We will 
share the anonymized platform usage by using an export script to create a special 
database on our servers, and our collaborator will have password protected access to 
this database. (That is, no one else will have access.) Participant participation within the 
ICDLP is secure as well; any data files provided or transferred by the participants will 
be immediately uploaded to our secure database. 
All data, including recordings, will be kept on a password protected drive and 
secure University of Oregon or Georgetown databases. In order to maintain anonymity, 
all personally identifying information will be removed from the conversations (if 
accidentally recorded in natural conversation). Also, only the research team will have 
access to the actual recordings. In all transcriptions, all identifying information will be 
removed and only  
43 
 
 
demographic information will be kept: age, place of origin, languages spoken, 
and gender. All transcripts will be completed by the PIs or members of the research 
team.  
G. Potential Research Risks or Discomforts to Participants 
Participants’ confidentiality (names, coding method) will be protected according 
to the steps outlined in Section F, but there is always the possibility that their 
information could become lost or stolen or confidentiality could be breached. Although 
extremely unlikely, in order to protect against loss of participant confidentiality and 
study data, all private information will be stored behind locked doors and on password-
protected computers maintained with access limited to the primary researchers. All 
potential subjects will be assigned a code number upon receipt of their contact 
information so that no personal identifiers will appear on subsequently. 
H. Potential Benefits of the Research 
There is no benefit to subjects other than the potential opportunity to improve 
their world language knowledge. 
Investigator Qualifications, Roles, and Training 
I. Investigator Qualifications 
The PI (Dr. Julie Sykes) has significant experience conducting similar research 
projects at the University of Oregon, in addition to Arizona State University, the 
University of Minnesota, and the University of New Mexico. Careful considerations 
related to the use of digital technologies have been included in Dr. Sykes’ research for 
44 
 
 
the past 20 years. Research projects have included the use of digital games in the 
classroom and a similar study on place-based learning. Dr. Sykes has completed 
multiple iterations of Human Subject training protocols and supervised 25 Doctoral and 
Master’s student projects with IRB approval. 
The AELRC team has separate IRB approval from Georgetown University. 
ii. Roles and Research Duties 
The Principal Investigator is responsible for data analyses and will provide 
support in all other phases of the project as needed. Research assistants will anonymize 
data, consent participants, record participant interactions on the ICDLP, administer and 
score C-Tests, administer surveys, and conduct and record platform review sessions. 
The PI and Research Assistants will transcribe and code recordings. 
iii. Training and Oversight 
The entire research team will complete CITI Training and ensure that the 
training is renewed throughout the course of the study. The Principal Investigator will 
provide training in research protocols in all phases of the study including consenting, 
data collection, and data analysis. All training meetings will be recorded, and CITI 
training certificates will be kept on file. 
iv. Translator 
No translator will be required. 
 Appendices to the Research Plan 
Not applicable 
45 
 
 
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