The Effects of Digital Virtual Reality Game-Based Language Learning on English Language Learners’ Development of Vocabulary and Cultural Knowledge and Affective Attitudes

Jin, Seunghee

doi:10.16875/stem.2021.22.3.78

Cited by 4 publications

(5 citation statements)

References 12 publications

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“…The feedback was collected through a questionnaire and an online survey to assess student perception and attitude. The findings suggest that VR-gamed-based learning is promising and effective in enhancing students' vocabulary and cultural knowledge [63]. A qualitative case study was conducted with 23 high school teachers to explore their perceptions of AR and VR in English language teaching and learning activities.…”

Section: Behavioralmentioning

confidence: 99%

Unlocking the Potential: A Comprehensive Evaluation of Augmented Reality and Virtual Reality in Education

AlGerafi,

Zhou,

Oubibi

et al. 2023

Electronics

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Augmented Reality (AR) and Virtual Reality (VR) are poised to revolutionize education by offering immersive and interactive learning experiences. This research comprehensively evaluates the educational applications of AR and VR, specifically emphasizing their impact on student motivation, learning outcomes, engagement, and overall learning experiences. The analysis explores how AR and VR can improve student learning, knowledge retention, and skill acquisition by systematically reviewing existing the literature from diverse educational domains, including K-12 education, higher education, STEM education, professional training, and lifelong learning. Additionally, the research investigates the pivotal role of AR and VR in fostering immersive and interactive learning environments, unveiling how these technologies promote active learning, collaboration, and critical thinking through simulations and interactive experiences. The evaluation considers the potential of AR and VR beyond traditional classroom settings in distance education and assesses the feasibility of virtual classrooms, web-based learning environments, and Massive Open Online Courses (MOOCs). A significant aspect of the study involves understanding student attitudes toward AR and VR technologies and their influence on intrinsic motivation, interest, and enthusiasm for the learning material. Based on a thorough analysis of relevant literature, the research aims to provide practical recommendations for educators to effectively incorporate AR and VR into education practices. The recommendations prioritize a pedagogically sound design, educator training, and accessibility consideration to ensure equitable access for all learners. In summary, this extensive research reveals the significant impact of AR and VR on education by understanding the strengths, limitations, and challenges of making informed decisions on utilizing these technologies to create engaging, impactful learning experiences, fostering a generation of technologically proficient and knowledge-driven learners.

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Section: Behavioralmentioning

confidence: 99%

Unlocking the Potential: A Comprehensive Evaluation of Augmented Reality and Virtual Reality in Education

AlGerafi,

Zhou,

Oubibi

et al. 2023

Electronics

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show abstract

“…They enjoyed the interactions with international interlocutors via VR technologies in the digital context. In the same manner, in [85], the authors investigated the effects of using a 3D VR reality game on university EFL students' development of vocabulary and cultural knowledge. In this case, 25 students participated in the VR game-based language learning, while a control group of 24 students followed the regular curriculum of the university EFL course.…”

Section: From a Student's Experience Point Of Viewmentioning

confidence: 99%

“…Analyzed papers classified by data collection method. ,11,13,[16][17][18]21,22,29,32,34,35,37,41,45,48,50,52,55,56,60,64,66,68,76,77,83,85,86,[108][109][110][111]113,114,120,121,123,124] …”

mentioning

confidence: 99%

AR/VR Teaching-Learning Experiences in Higher Education Institutions (HEI): A Systematic Literature Review

Bermejo,

Juiz,

Cortes

et al. 2023

Informatics

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During the last few years, learning techniques have changed, both in basic education and in higher education. This change has been accompanied by new technologies such as Augmented Reality (AR) and Virtual Reality (AR). The combination of these technologies in education has allowed a greater immersion, positively affecting the learning and teaching processes. In addition, since the COVID-19 pandemic, this trend has been growing due to the diversity of the different fields of application of these technologies, such as heterogeneity in their combination and their different experiences. It is necessary to review the state of the art to determine the effectiveness of the application of these technologies in the field of university higher education. In the present paper, this aim is achieved by performing a systematic literature review from 2012 to 2022. A total of 129 papers were analyzed. Studies in our review concluded that the application of AR/VR improves learning immersion, especially in hospitality, medicine, and science studies. However, there are also negative effects of using these technologies, such as visual exhaustion and mental fatigue.

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“…It also promotes cooperative learning through friendly competition and facilitates interaction. In this regard, educational games that simultaneously satisfy the elements of learning and motivation have significant potential in the EFL environment (Jin, 2021;Kim, 2014). Moreover, users can create avatars and interact with peers within the same virtual space, amplifying the sense of realism.…”

Section: Literature Reviewmentioning

confidence: 99%

Impact of Metaverse-Based Speaking Activities for Second Language Learning

Kim

2023

J Eng Teach Movie Media

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This study aimed to investigate whether metaverse-based speaking activities had an impact on enhancing speaking proficiency. 45 students who enrolled in College English during the 2022 spring semester were divided into high and low proficiency groups based on their mock TOEIC scores before the beginning of the semester. Students engaged in speaking activities via a metaverse environment twice a week. All students underwent speaking assessments, which included reading a text aloud, describing a picture, responding to questions, and expressing an opinion, both before and after the experiment. Additionally, a survey was conducted to gauge learner perceptions of metaverse-based speaking activities. The collected data were analyzed using paired sample <i>t</i>-tests and ANCOVA to examine differences within and between groups. The results indicated significant improvements in both groups from pre- to post-experiment assessments. However, it was observed that there existed no discernible disparity in speaking performance by varying degrees of English proficiency. This implies that English proficiency did not yield a statistically significant influence on the overall outcomes. In terms of learner perceptions, both groups exhibited positive attitudes, with no significant differences between them. In conclusion, this study suggests diverse approaches for incorporating metaverse-based speaking activities into L2 courses.

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The Effects of Digital Virtual Reality Game-Based Language Learning on English Language Learners’ Development of Vocabulary and Cultural Knowledge and Affective Attitudes

Cited by 4 publications

References 12 publications

Unlocking the Potential: A Comprehensive Evaluation of Augmented Reality and Virtual Reality in Education

Unlocking the Potential: A Comprehensive Evaluation of Augmented Reality and Virtual Reality in Education

AR/VR Teaching-Learning Experiences in Higher Education Institutions (HEI): A Systematic Literature Review

Impact of Metaverse-Based Speaking Activities for Second Language Learning

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