Green Ideas Logo

In the context of an international corporation, Green Ideas, Inc., language learning is personalized to target learners professional interests and needs. This project models how existing resources can be leveraged to create blended learning experiences across institutions for students in the Language Flagship Program.

Simulations have immense potential to engage students in memorable project-based language learning experiences. The Technology Innovation Center has designed and developed a simulation that provides a virtual experience built around a fictitious business: Green Ideas, Inc. This web-based environment immerses learners in situated and highly contextualized language learning scenarios, which helps them build a repertoire of strategies to overcome complex and high-stakes situations that require a sophisticated language and a deep understanding of the culture. Through principled pedagogical manipulation of the task design, a simulation can accommodate a wide range of language proficiency levels using a common set of resources.

Fall 2020 – Registration deadline: August 21

Green Ideas is going to relaunch this Fall! The Green Ideas simulation started in 2016 and has been experienced by 120 Flagship students. The Tech Center is now accepting registrations from teaching staff in Chinese Flagship programs who wish to engage their students in a memorable project-based learning experience.This years’ version of the simulation features revisions suggested by previous Flagship teachers.



Project Lead

Naiyi has a PhD in Educational Psychology and Educational Technology and extensive experience in designing, implementing and evaluating online language courses catering for various learner needs. Naiyiʼs research interests include language learnersʼ self-regulated learning in online and blended learning environments.

The Language Learning Experience

This vignette illustrates how a virtual environment immerses a language learner in situated, content-rich, and highly contextualized language learning experiences.

This vignette illustrates a virtual environment that immerses a language learner in situated, content-rich, and highly contextualized language learning experiences.

Reflecting on the Experience

This video provides a snapshot of the instructors’ and learners’ perceptions regarding the usefulness of a simulated experience for high stakes language use.

Optimizing the use of Flagship resources

The simulation described here takes advantage of existing resources in the Flagship community, such as tutors, who can play different roles in the experience, and can be adapted to any Flagship language.

Learning through Simulations

This poster outlines the main concepts and stages of development of the simulation, as well as outcomes of the first pilot.

Poster: Learning Through Simulations. This simulation provides a virtual experience built around a fictitious business: Green Ideas, Inc.

Poster Highlights

Click or tap on the images to zoom in.

Website Wireframe

Simulation website wireframe. Menu includes "About Us", "Portfolio", "Professional Development", "Administration and Finance", "Marketing Services", "Corporate Social Responsibility", "Product A Division".
The steps in Design and Development
Steps in The Tutorial Development Process
The different phases in the learner experience of the simulation.
The products and evaluation reports at different stages of the learning process.

Greenideas Badges

Click on the image to read all about the badges awarded in the simulation project.

2018 Green Ideas Leader Badge.

The First Pilot

Simulation Objective

Experience the world of work in the target language and acquire professional language skills.


Students in Chinese 305 (Chinese for Business Professionals) and Chinese 486 (Selected Readings in Chinese).


  • Research company and apply for a position of interest
  • Interview and gain regular position or internship
  • Undergo worker orientation (HR / company policies, assessment)
  • Perform team-based research task related to one’s position
  • Make formal presentation as a team
  • Receive “supervisor” feedback; revise, resubmit

Preliminary Results

  • Students rated project value positively overall
  • Students and teachers recommended timeline be lengthened
  • Teachers recommended procedural changes to strengthen realism of simulation: more formality and more involved roleplay by “company supervisors” at presentation stage


  • Extend time frame ➔ more changes for feedback, iterative drafting
  • Strengthen authenticity by emphasizing corporate culture ➔ Learners focus on real-life purposes rather than academic purposes (task performed for client rather than teacher); students take questions to supervisor in company rather than to teacher

Instructional Materials






Interview Scoring Rubric


Written Report
Interview Scoring Rubric


Résumé & Cover Letter
Résumé and Cover Letter Rubric


Task Presentation
Résumé and Cover Letter Rubric

Contact Information


1890 East West Road

Moore Hall 256

Honolulu, HI 96822

(808) 956-5121

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