Comparing immersive Virtual Reality to mobile applications in foreign language learning in higher education: a quasi-experiment

Nicolaidou, Iolie; Pissas, Petros; Boglou, Dimitrios

doi:10.1080/10494820.2020.1870504

Cited by 36 publications

(24 citation statements)

References 31 publications

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“…Nicolaidou et al [9] showed that both the control group and the VR group were equally successful in this investigation. But it is essential to specify that the control group had the same application as the VR and the only difference was that they did not use a headset.…”

Section: Procedures Findings and Limitationssupporting

confidence: 49%

“…As demonstrated by the results of Nicolaidou et al [9] that show virtually no difference between the control group with an app on a mobile device and the same app but on a headset display, one can conclude that generally there is a positive effect. Still, there seems to be a more substantial effect when an interactive experience accompanies the head-mounted display.…”

Section: Discussionmentioning

confidence: 91%

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Systematic Review of Virtual Reality in the Acquisition of Second Language

Pataquiva¹,

Klímová

2022

Int. J. Emerg. Technol. Learn.

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Innovations in the fields of virtual reality (VR) and augmented reality (AR) and the availability and usability improvements seen in recent years in these technologies have opened new possibilities in the field of foreign language learning. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, this study conducted a review of seven recent original articles with empirical data focused on the second language (L2) acquisition using immersive reality technologies. The main aim of this study was to analyze what language skills and what proficiency of students’ language level benefited most from the use of these new technologies. In addition, the authors explored what kind of VR or AR was used since the term may refer to a series of technologies that do not mean the same. For instance, VR might mean using headset displays, or it may refer to the use of interactive environments. The results indicate that the current VR and AR tools show a positive impact on L2 acquisition when compared to traditional learning methods, such as book-based learning. In addition, the findings reveal that VR and AR can be used among students with zero previous knowledge up to an intermediate and advanced level of fluency, with any L2 language. Nevertheless, only listening and reading skills play a role in the acquisition of L2 using virtual reality. However, as with any recent research field, it should be noted that there are several methodological limitations and that it is necessary to consider the achieved results critically.

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Section: Procedures Findings and Limitationssupporting

confidence: 49%

Section: Discussionmentioning

confidence: 91%

Systematic Review of Virtual Reality in the Acquisition of Second Language

Pataquiva¹,

Klímová

2022

Int. J. Emerg. Technol. Learn.

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“…The fact that a quasi-experimental design was used, in which the control group did not participate in an innovative intervention and did not receive any instruction, threatened the study's internal validity; a limitation commonly reported in quasi-experiments in the social sciences [43][44][45]. As previously mentioned, the data collected by control group participants might have been affected by factors such as "secondary" treatment infusion [39] and positive self-presentation [40].…”

Section: Limitationsmentioning

confidence: 99%

Affecting Young Children’s Knowledge, Attitudes, and Behaviors for Ultraviolet Radiation Protection through the Internet of Things: A Quasi-Experimental Study

Theodosi

Nicolaidou

2021

Computers

Self Cite

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Prolonged exposure to ultraviolet (UV) radiation is linked to skin cancer. Children are more vulnerable to UV harmful effects compared to adults. Children’s active involvement in using Internet of Things (IoT) devices to collect and analyze real-time UV radiation data is suggested to increase their awareness of UV protection. This quasi-experimental pre-test post-test control group study implemented light sensors in a STEM inquiry-based learning environment focusing on UV radiation and protection in primary education. This exploratory, small-scale study investigated the effect of a STEM environment implementing IoT devices on 6th graders’ knowledge, attitudes, and behaviors about UV radiation and protection. Participants were 31 primary school students. Experimental group participants (n = 15) attended four eighty-minute inquiry-based lessons on UV radiation and protection and used sensors to measure and analyze UV radiation in their school. Data sources included questionnaires on UV knowledge, attitudes, and behaviors administered pre- and post-intervention. Statistically significant learning gains were found only for the experimental group (t14 = −3.64, p = 0.003). A statistically significant positive behavioral change was reported for experimental group participants six weeks post-intervention. The study adds empirical evidence suggesting the value of real-time data-driven approaches implementing IoT devices to positively influence students’ knowledge and behaviors related to socio-scientific problems affecting their health.

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“…Ebert et al (2016) studied the learning of Swedish language vocabulary, with the results indicating that while the traditional methods resulted in significantly better memory immediately after the training, the VR group had a statistically significant better record on word retention after a week. Nicolaidou et al (2021) studied the learning of Greek words by comparing HMD-VR and mobile application groups. While they found a significant difference in learning outcomes between the time points, no between-group differences were found.…”

Section: Learning a Languagementioning

confidence: 99%

Learning Outcomes in HMD-VR: a Literature Review

Lähtevänoja

Vesisenaho

Vasalampi

et al. 2022

seminar

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While the educational technology has developed to the point that Extended Reality (XR), including immersive Virtual Reality (VR) can be used in education, the learning outcomes of these technologies in the large scale is still quite unknown. This literature review aims to take a comprehensive look to the field of immersive VR in to find out where the learning outcomes of HMD-VR stands out, and how they compare to other technologies and methods. The main result of this paper is that while HMD-based Virtual Reality Learning Environments (VRLEs) may not be superior compared to other technologies such as desktop-based VR environments regarding direct learning outcomes, a clear indication towards increased learning motivation and engagement can be seen.

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Comparing immersive Virtual Reality to mobile applications in foreign language learning in higher education: a quasi-experiment

Cited by 36 publications

References 31 publications

Systematic Review of Virtual Reality in the Acquisition of Second Language

Systematic Review of Virtual Reality in the Acquisition of Second Language

Affecting Young Children’s Knowledge, Attitudes, and Behaviors for Ultraviolet Radiation Protection through the Internet of Things: A Quasi-Experimental Study

Learning Outcomes in HMD-VR: a Literature Review

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