Google Earth Virtual Reality and expository writing for young English Learners from a Funds of Knowledge perspective

Chen, Yan; Smith, Thomas J.; York, Cindy S.; Mayall, Hayley J.

doi:10.1080/09588221.2018.1544151

Cited by 73 publications

(60 citation statements)

References 20 publications

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“…18 articles investigated AR and VR supported speaking, e.g., [26][27][28]. 10 studies examined AR and VR for writing, e.g., [29][30][31], and another 10 discussed AR and VR enhanced cultural learning, e.g., [32][33][34]. In addition, AR and VR tools were used to promote development of language skills and knowledge such as reading, e.g., [35,36], listening, e.g., [37,38], integral language learning, e.g., [39,40], Chinese character, e.g., [41,42]; grammar learning e.g., [43,44] and English alphabet [45,46].…”

Section: The Data Coding and Analysis Processesmentioning

confidence: 99%

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A Systematic Review of AR and VR Enhanced Language Learning

et al. 2021

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This paper provided a systematic review of previous Augmented Reality (AR) and Virtual Reality (VR) studies on language learning. A total of 88 articles were selected and analyzed from five perspectives: their ways of integrating AR or VR tools in language learning; main users of AR and VR technologies; major research findings; why AR and VR tools are effective in promoting language learning; and the implications. It was found that (1) immersing learners into virtual worlds is the main approach to language learning in AR and VR studies; (2) university students were the main users of AR/VR technologies; (3) the major research findings concerning the benefits of AR and VR included improvement of students’ learning outcomes, enhancement of motivation, and positive perceptions towards using AR and VR; (4) AR and VR tools promoted language learning through providing immersive learning experience, enhancing motivation, creating interaction, and reducing learning anxiety; and (5) implications identified from previous research include the need of providing training for teachers, enlarging sample sizes, and exploring learner factors such as learner engagement and satisfaction.

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Section: The Data Coding and Analysis Processesmentioning

confidence: 99%

“…For VR tools, several studies used VR tools developed by Google such as Google Expedition [27,57,58], Google Earth [29] and Tour Creator [30,59]. It comprised 360-degree images that enabled users to have closer look at the view.…”

Section: Technical Tools For Ar/vr-ellmentioning

confidence: 99%

A Systematic Review of AR and VR Enhanced Language Learning

et al. 2021

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“…In addition to the general writing skills including the choice of vocabulary, sentence structure, grammar and mechanics ( Nair and Sanai, 2018 ; Chen et al, 2019 ), there are some descriptive techniques commonly used in Chinese landscape literature. The advocated descriptive writing techniques has been listed in the curriculum guide.…”

Section: Literature Reviewmentioning

confidence: 99%

“…It also greatly saves the cost and time of VR courseware development ( Ozkeskin and Tunc, 2010 ; Mohiuddin et al, 2016 ; Repetto et al, 2018 ). Moreover, the technical skills of producing ISV-VR content is easy to master, thus allowing school teachers to develop immersive materials according to their own teaching needs ( Chen et al, 2019 ; Chien et al, 2020 ). Given the affordances of ISV-VR that may address the pedagogical challenge of fostering descriptive writing, the potential of ISV-VR supported Chinese writing was introduced to the teachers and relevant training for the technical skills; and resources with possible lesson activities was provided for the teachers to engage students in immersive appreciation of various places in Hong Kong.…”

Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual Reality

2021

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Phenomenographic research about teachers’ conception of teaching has consistently revealed that teachers’ conception of teaching influence their classroom practices, which in turn shape students’ learning experiences. This paper reports teachers’ conceptions of teaching with regards to the use of interactive spherical video-based virtual reality (ISV-VR) in Chinese descriptive composition writing. Twenty-one secondary teachers in Hong Kong involved in an ISV-VR-supported Chinese descriptive writing program participated in this phenomenographic study. Analyses of the semi-structured interviews establish seven conception categories that are specifically related to the use of ISV-VR for descriptive Chinese composition writing: (1) offering students more observational opportunities; (2) improving students’ writing skills; (3) promoting students’ learning participation and motivation; (4) shifting learning from teacher-centric to student-centric, (5) enhancing collaborative learning among students; (6) cultivating students’ positive values and moral character, and (7) shaping students’ self-identity as “writers.” The concurrent and convenient access to the ISV-VR resources was for the teachers an enriched and supportive environment for them to cultivate students’ writer identity. In addition, it was discovered that the structural relationships of the conceptions may be better organized along three axes of continuum: conception’s orientation, teaching attention locus, and understanding of writing. These categories form a hierarchy from skill-oriented to community-oriented, and finally to identity-oriented conception. The findings may provide researchers and practitioners with novel insight into the teaching of composition writing in the contexts of L1 acquisition supported by virtual reality technology.

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“…• la distraction, le temps d'utilisation et de l'intégration de la technologie sont trop longs (Chen et al, 2020);…”

Section: Les Limitesunclassified

Pertinence, efficacité et principes pédagogiques de la réalité virtuelle et augmentée en contexte scolaire : une revue de littérature

2021

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Depuis quelques années, beaucoup de nouveautés technologiques ont fait leur apparition en éducation. Deux de ces technologies, la réalité virtuelle et la réalité augmentée, nous intéressent plus particulièrement. La réalité virtuelle permet, notamment à l’aide d’un casque, de s’immerger totalement dans un univers entièrement conçu avec des objets irréels et numériques tandis que la réalité augmentée permet, avec des lunettes ou un mobile, d’ajouter des éléments numériques à la réalité, notamment par superposition (Wang, Callaghan, Bernhardt, White et Peña-Rios, 2018). Cet article est le résultat d’une revue de littérature portant sur le domaine de la réalité virtuelle et augmentée en éducation. L’article a pour objectifs, dans un premier temps, d’approfondir nos connaissances du domaine afin d’apporter des éléments de réponse à la question de la pertinence et de l’efficacité de ce type d’artefacts en éducation, et dans un deuxième temps, d’identifier des principes qui peuvent guider la conception d’artefacts éducatifs en réalité virtuelle et augmentée. La méthodologie de la revue de littérature est basée sur la méthode EPPI (Evidence for Policy and Practice Information and Co-ordinating). Les résultats seront présentés par thèmes tels que la motivation, l’immersion, la collaboration et la conception.

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Google Earth Virtual Reality and expository writing for young English Learners from a Funds of Knowledge perspective

Cited by 73 publications

References 20 publications

A Systematic Review of AR and VR Enhanced Language Learning

A Systematic Review of AR and VR Enhanced Language Learning

Teachers’ Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual Reality

Pertinence, efficacité et principes pédagogiques de la réalité virtuelle et augmentée en contexte scolaire : une revue de littérature

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