Supporting dyadic learning of English for tourism purposes with scenery-based virtual reality

Lin, Vivien; Barrett, Neil; Liu, Gi‐Zen; Chen, Nian-Shing; Jong, Morris Siu‐Yung

doi:10.1080/09588221.2021.1954663

Cited by 36 publications

(32 citation statements)

References 52 publications

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“…This aligns with prior research which shows the importance of social presence for students to gain knowledge and socialize with others through well‐designed blended activities (Akyol & Garrison, 2008; Swan & Shih, 2005). The potential benefits of social interaction in a F2F blended environment include: Student motivation and participation (Lin et al, 2021; Swan & Shih, 2005), Actual and perceived learning (Hostetter, 2013; Kang & Im, 2013), Course and instructor satisfaction (Akyol & Garrison, 2008; Jung et al, 2002). …”

Section: Resultsmentioning

confidence: 99%

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Online aviation learning experience during the COVID‐19 pandemic in Hong Kong and Mainland China

2022

Brit J Educational Tech

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Section: Resultsmentioning

confidence: 99%

“…• Student motivation and participation (Lin et al, 2021;Swan & Shih, 2005), • Actual and perceived learning (Hostetter, 2013;Kang & Im, 2013), • Course and instructor satisfaction (Akyol & Garrison, 2008;Jung et al, 2002).…”

Section: Students' Views On Online Blended Modementioning

confidence: 99%

Online aviation learning experience during the COVID‐19 pandemic in Hong Kong and Mainland China

2022

Brit J Educational Tech

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“…Wu et al, ( 2021 ) to support self-regulated learning in a university art history course. Lin et al, ( 2021 ) studied the effects of university students’ multi-modal interactions with SV-IVR in the context of dyadic second language learning. Ulrich et al, ( 2021 ) compared the learning effectiveness of SV-IVR and ordinary videos in the context of medical education.…”

Section: Related Workmentioning

confidence: 99%

Flipped classroom: motivational affordances of spherical video-based immersive virtual reality in support of pre-lecture individual learning in pre-service teacher education

Jong

2022

J Comput High Educ

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Flipped classroom (FC) is a “blended” instructional approach that requires students to complete pre-lecture individual learning tasks in preparation for participating in related in-lecture peer learning activities. One of the critical problems of FC has been students’ lack of motivation to complete the assigned online pre-lecture tasks prior to attending the corresponding face-to-face lectures. Spherical video-based immersive virtual reality (SV-IVR), which can be produced without costly computing equipment and sophisticated technical expertise, is a technological tool with considerable potential for enhancing teaching and learning. This mixed-methods study was grounded in the instructional motivation theory of ARCS (Attention, Relevance, Confidence and Satisfaction). A total of 188 education students (i.e., pre-service teachers) who were generally knowledgeable about the pedagogical concept of FC evaluated the ARCS motivational affordances of SV-IVR in support of the pre-lecture stage of FC. These students were from teaching majors of (i) language education, (ii) social and humanities education, and (iii) mathematics and science education. The results indicated the participants across the 3 majors positively perceived SV-IVR as having desirable benefits on “A,” “R,” and “S,” but not “C.” This research provides new insights into adopting SV-IVR in FC, in particular, shedding light on leveraging this technological tool in pre-service teacher education.

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“…SVVR is one of the fully immersive VRs with an easy‐to‐implement form and low cost. It mainly uses 360‐degree videos or photos to present the virtual environment (Chang, Hsu, & Jong, 2020; Chang, Hsu, Kuo, & Jong, 2020; Chien et al, 2020; Jong et al, 2020; Lin, Barrett, et al, 2021; Wu, Hsu, Yang, Chen, & Jong, 2021). Similar to traditional VR, SVVR can not only provide vivid multi‐sensory stimulation but also provide users with good experiences of immersive interaction (Chang, Hsu, Chen, & Jong, 2020; Geng et al, 2021; Huang et al, 2020; Liu et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Promoting deep writing with immersive technologies: An SVVR‐supported Chinese composition writing approach for primary schools

Chen

Huang

et al. 2022

Brit J Educational Tech

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Writing is a recording process involving complex dynamic behaviours, which is closely connected with authentic contexts. A free authentic context can form a link with students' life experience and their prior knowledge, so that students' deep writing skills can be stimulated. However, in traditional writing activities, the lack of authentic experience is an important reason for students' poor writing achievements and low behavioural engagement. To address this problem, the current study used a spherical video‐based virtual reality (SVVR)‐supported Chinese composition writing approach, which can provide authentic contexts to support students' deep writing. An SVVR experiential learning model was developed and a quasi‐experiment was conducted in a primary school to verify the effectiveness of the proposed approach. A total of 59 fourth‐grade students from China were recruited and were randomly divided into the experimental group, which adopted the SVVR‐supported learning approach, and the control group, which adopted the non‐SVVR‐supported learning approach. The results show that the proposed approach can promote students' transition of learning behavioural engagement from medium to high, as well as the development of deep writing skills. It was found that students learning with the SVVR approach who acquired better deep writing skills tended to demonstrate better writing performance in relation to linguistic expressiveness and creative thinking than the students learning with the non‐SVVR approach. What is already known about this topic There is an urgent need to use immersive technologies to promote deep learning and stimulate students' learning behavioural engagement in writing. Spherical video‐based virtual reality (SVVR) is one of the immersive VRs with a low technical barrier and low cost, which meets the needs of school settings. SVVR has been applied in areas of language, engineering, science, etc., while its impacts on students' composition writing achievements have generally been ignored, especially in primary schools. The characteristics of immersion, interaction and imagination in SVVR that allow students to have opportunities of experiential learning can potentially promote students' writing performance. What this paper adds A novel experiential learning model supported by the SVVR learning system was developed. An SVVR‐supported composition writing approach based on the proposed experiential learning model was used to promote primary school students' deep writing. It was found that students' composition writing performance, learning behavioural engagement and deep writing skills can be improved by applying the SVVR‐supported learning approach in writing courses. Implications for practice and/or policy It is worth promoting the application of SVVR in school settings because it is a low‐tech and low‐cost method of creating immersive learning environments. The SVVR‐supported composition writing approach is useful for promoting primary school students' deep writing. Further investigations on ...

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Supporting dyadic learning of English for tourism purposes with scenery-based virtual reality

Cited by 36 publications

References 52 publications

Online aviation learning experience during the COVID‐19 pandemic in Hong Kong and Mainland China

Online aviation learning experience during the COVID‐19 pandemic in Hong Kong and Mainland China

Flipped classroom: motivational affordances of spherical video-based immersive virtual reality in support of pre-lecture individual learning in pre-service teacher education

Promoting deep writing with immersive technologies: An SVVR‐supported Chinese composition writing approach for primary schools

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