High school teachers’ perception of AR and VR in English language teaching and learning activities: A developing country perspective

Annamalai, Nagaletchimee; Uthayakumaran, Arulselvi; Zyoud, Samer H.

doi:10.1007/s10639-022-11275-2

Cited by 16 publications

(15 citation statements)

References 53 publications

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“…First, this study applied engagement theory to identify teacher participation patterns in OTPD and revealed the relationship between the participation frequency and participation quality. As a widely recognized theory, engagement theory is often intended to be a conceptual framework for technology-based learning, with an emphasis on meaningful learning, and has been used in empirical studies on a range of topics (Annamalai et al, 2023 ; McKenzie et al, 2022 ; Xing et al, 2022 ). Despite the theory’s widespread use in a variety of settings, research on teachers’ online professional development remains limited.…”

Section: Discussionmentioning

confidence: 99%

Investigating teachers’ participation patterns in online teacher professional development: what is the relationship between participation frequency and participation quality?

Chen

Yang

et al. 2023

Educ Inf Technol

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Online teacher professional development (OTPD) opportunities are made available to teachers and draw increasing research attention. As the key characteristics of teachers’ participation in OTPD, the frequency and quality of participation are increasingly concerned. However, the relationship between teacher participation frequency and participation quality is still unclear. Addressing this problem not only helps reveal teachers’ participation patterns in OTPD, but also provides support for promoting teachers’ online professional learning and improving OTPD organization and management. To identify teachers’ participation patterns and the relationship between participation frequency and participation quality in OTPD, this study analyzed 5,064 log records of 415 teachers using lag sequential analysis, t-test, and Chi-square test. The findings indicated that teachers preferred shallow participation behaviors, such as sharing resources and experience, and seldom carried out deep participation/engagement behaviors (e.g., proposing knowledge topics, establishing teaching and research practices). Teachers with higher participation frequency had lower participation quality in OTPD and tended to repeat shallow participation behaviors. Finally, the study proposed some suggestions for better supporting teachers’ participation in online professional development, such as strengthening the links between information sharing activities, knowledge construction activities, and teaching and research practices.

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Section: Discussionmentioning

confidence: 99%

Investigating teachers’ participation patterns in online teacher professional development: what is the relationship between participation frequency and participation quality?

Chen

Yang

et al. 2023

Educ Inf Technol

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“…Numerous studies (e.g. Annamalai et al, 2023;Barrett et al, 2021;Chen and Hwang, 2022;Daniela, 2020;Liu et al, 2017;Luo et al, 2024;MacDowell and Lock, 2022;Qiu et al, 2023;Qiu et al, 2024;Southgate, 2022;Southgate et al, 2022) have explored the potential of VR, which seamlessly merges the real and virtual worlds to provide users with natural interactions in a fully computer-generated environment. In language education, researchers have emphasized the importance of realistic simulations, authenticity, a strong sense of presence and exposure as crucial factors (Bonner and Reinders, 2018;Godwin-Jones, 2016;Lan, 2020).…”

Section: Virtual Reality In Language Educationmentioning

confidence: 99%

“…Additionally, VR environments reduce distractions (Bonner and Reinders, 2018), connect classroom concepts with the real world (Sally Wu and Alan Hung, 2022), facilitate interactions (Bonner and Reinders, 2018) and provide a rich and dynamic cultural context (Godwin-Jones, 2016;Yeh and Kessler, 2015) that encourages learners to co-create their learning experience (Bonner and Reinders, 2018). Moreover, it reduces English learners' speaking anxiety (Chen and Hwang, 2022) and cultivates creative and critical thinking (Annamalai et al, 2023). Furthermore, the implementation of VR has been found to have a positive impact on English language learners by reducing their anxiety levels during oral communication (Chen and Hwang, 2022) and promotes the development of creative and critical thinking skills (Annamalai et al, 2023).…”

Section: Virtual Reality In Language Educationmentioning

confidence: 99%

“…Moreover, it reduces English learners' speaking anxiety (Chen and Hwang, 2022) and cultivates creative and critical thinking (Annamalai et al, 2023). Furthermore, the implementation of VR has been found to have a positive impact on English language learners by reducing their anxiety levels during oral communication (Chen and Hwang, 2022) and promotes the development of creative and critical thinking skills (Annamalai et al, 2023).…”

Section: Virtual Reality In Language Educationmentioning

confidence: 99%

“…As mentioned above, extensive research has been conducted on the effectiveness of VR in language education (e.g. Alizadeh, 2019;Annamalai et al, 2023;Barrett et al, 2021;Bonner and Reinders, 2018;Chen and Hwang, 2022;Dalgarno and Lee, 2010;Li et al, 2021;Luo et al, 2024;Parmaxi, 2023;Qiu et al, 2023;Qiu et al, 2024). However, there is a significant gap in research on teaching Persian to speakers of other languages (TPSOL), which is considered a less commonly taught language.…”

Section: Virtual Reality In Language Educationmentioning

confidence: 99%

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From virtual reality to cultural reality: integration of virtual reality into teaching culture in foreign language education

Tafazoli

2024

JME

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Purpose This research paper aimed to investigate the affordances of using virtual reality (VR) in teaching culture among in-service teachers of teaching Persian to speakers of other languages (TPSOL) in Iran. Design/methodology/approach This qualitative case study, conducted at two Iranian universities, used purposeful sampling to select 34 eligible in-service Persian teachers from a pool of 73. Data collection used an open-ended questionnaire and interviews. Findings Before the TPSOL in-service training workshop, teachers expressed their reservations regarding the use of VR to teach culture in TPSOL courses. The emerged themes were “skepticism toward effectiveness,” “practicality concerns,” “limited awareness of VR applications,” “technological apprehension” and “prevalence of traditional teaching paradigms.” During the post-workshop interview, it was discovered that the teachers’ perceptions of VR in teaching culture had undergone a positive shift. The workshop generated emergent themes that reflected positive perceptions and affordances for using VR to teach culture in TPSOL, including “enhanced cultural immersion,” “increased student engagement,” “simulation of authentic cultural experiences,” and “facilitation of interactive learning environments.” Research limitations/implications One primary limitation is the lack of prior experience with VR for teaching practices in real-world classrooms among the participants. While the study aimed to explore the potential of VR in enhancing pedagogical approaches, the absence of participants with prior exposure to VR in educational contexts may impact the generalizability of the findings to a broader population. Additionally, the study faced practical constraints, such as the unavailability of sufficient facilities in the workshop. As a result, the instructor had to project the VR cont7ent on a monitor, potentially diverging from the immersive nature of true VR experiences. These limitations offer opportunities for future research to refine methodologies and gain a more comprehensive understanding of the implications of integrating VR into teaching practices. Originality/value Extensive research has been conducted on the effectiveness of VR in language education. However, there is a significant gap in research on TPSOL, which is considered a less commonly taught language. This study aims to address this gap by exploring the use of VR in the TPSOL through the lenses of in-service teachers. As part of a larger investigation, this qualitative inquiry focuses on the perceptions of in-service teachers about VR, with a particular emphasis on the cultural understanding of the Persian language.

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Development of Innovative Applications Through the Exploitation of Landmarks for the Promotion of Ancient Greek Technology Exhibits

Kotsopoulos,

Kotsanas,

Bellos

et al. 2024

Springer Proceedings in Business and Economics

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This study presents the evaluation results of the “ATANA” research program, which focuses on a platform that integrates the creation and management of narratives associated with cultural tourism applications. Considering the objectives of this study and the target audience, the proposed method could be beneficial to museums and cultural institutions by providing interactive tours and enhancing the overall visitor experience. Additionally, it can be advantageous for cultural tourism stakeholders and local businesses in the surrounding areas as it may attract more tourists and increase footfall. The platform leverages augmented reality and narrative techniques within an ambient-intelligence environment that encompasses a museum and its surrounding landmarks. The case study pertains to the Kotsanas Museum of Ancient Greek Technology (MAET), an institution with a continuous presence for 25 years, represented through a network of museums on the same theme located in Ancient Olympia and Athens, and an exhibition in which the organisation has participated in Malta. The methodology employed leverages the principles of ambient intelligence, enabling tourists to traverse the historic centre of Athens or the archaeological site of the Olympia, and to explore ancient Greek technological inventions through a mobile application supporting augmented reality. The proposed approach also supported the participation of MAET in an exhibition in Malta by projecting a variety of 3D inventions presented in MAET museums through augmented reality.

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High school teachers’ perception of AR and VR in English language teaching and learning activities: A developing country perspective

Cited by 16 publications

References 53 publications

Investigating teachers’ participation patterns in online teacher professional development: what is the relationship between participation frequency and participation quality?

Investigating teachers’ participation patterns in online teacher professional development: what is the relationship between participation frequency and participation quality?

From virtual reality to cultural reality: integration of virtual reality into teaching culture in foreign language education

Development of Innovative Applications Through the Exploitation of Landmarks for the Promotion of Ancient Greek Technology Exhibits

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