The use of immersive 360° videos for foreign language learning: a study on usage and efficacy among high-school students

Repetto, Claudia; Natale, Anna Flavia Di; Villani, Daniela; Triberti, Stefano; Germagnoli, Serena; Riva, Giuseppe

doi:10.1080/10494820.2020.1863234

Cited by 31 publications

(21 citation statements)

References 57 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Regarding motivation and learning attitude, students learning with the VPS-VR approach had significantly higher motivation and better attitudes compared to the control group. This result is similar to previous findings, which also adopted VR for foreign language learning, finding a positive impact on learning attitude [67]. Moreover, according to the interview results, they were provided with authentic learning environments, and some explanatory information helped them understand the reading content; thus, they felt confident about reading and the exercise that followed.…”

Section: Discussionsupporting

confidence: 88%

Technological Solutions for Sustainable Development: Effects of a Visual Prompt Scaffolding-Based Virtual Reality Approach on EFL Learners’ Reading Comprehension, Learning Attitude, Motivation, and Anxiety

et al. 2021

View full text Add to dashboard Cite

As is indicated by the United Nation’s Sustainable Development Goal 4, it is crucial to have access to inclusive and quality education for all. For English as a Foreign Language (EFL) learners, reading English is a basic skill for learners to acquire and exchange information and to have lifelong learning experiences. To provide a vivid EFL learning environment, a visual prompt scaffolding-based VR (VPS-VR) approach was proposed to enhance students’ reading comprehension skills. To investigate the effectiveness of the proposed approach, an experiment was conducted in an English reading course at a Chinese university. Students from experimental group A (N = 31) learned with the VPS-VR approach, experimental group B (N = 32) learned with the virtual reality (VR) approach, and the control group learned with the traditional instruction (TI) approach. The results revealed the positive effects of the VPS-VR approach on students’ EFL reading comprehension, learning motivation, and English learning anxiety. Furthermore, it was also found that experimental students’ lower-level skills of reading comprehension, such as information location and text comprehension, were significantly improved, rather than the higher-level skills of reflection and evaluation. Fifteen students participated in interviews, and their learning experience and technology acceptance are also discussed.

show abstract

Section: Discussionsupporting

confidence: 88%

Technological Solutions for Sustainable Development: Effects of a Visual Prompt Scaffolding-Based Virtual Reality Approach on EFL Learners’ Reading Comprehension, Learning Attitude, Motivation, and Anxiety

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Other scholars (Martin, & Collie, 2019;Repetto, Di Natale, Villani, Triberti, Germagnoli, & Riva, 2021) raise questions about generational conflict. In higher education, educators must avoid generational conflict.…”

Section: Discussionmentioning

confidence: 99%

On the issue of teaching psychological and pedagogical disciplines at universities using immersive technologies

2022

FeD

View full text Add to dashboard Cite

The use of immersive technology enables high-quality educational simulations. The immersive technology in the classroom initiative provides access to virtual, augmented, and mixed-reality simulations for students and faculty across the pedagogical spectrum. The Virtual Immersive Teaching and Learning Initiative contributes to a growing body of research in this area. Through research that compares traditional educational simulation methods with immersive methods, the findings from an experiment conducted among BSMU medical psychology students are presented. Until recently the teaching of any discipline was considered to be the mastering of the necessary theoretical and practical knowledge and skills by the students, but recently, with the development of science and the increase in the necessary amount of knowledge, it has become more and more important to provide students with an excellent theoretical basis for independent study of the subject, and this in distance conditions becomes possible thanks to technology and immersive learning. To confirm the working hypothesis, a qualitative survey of 34 students of the Bukovinian State Medical University, specialty “Medical Psychology” was conducted. A closed questionnaire survey of students helped to diagnose their deep learning needs and determine the effectiveness and feasibility of using immersive learning. In addition, the results of the survey made it possible to reveal students' opinions about the profile of the ideal teacher in the era of digital and immersive technologies. It turned out that the use of immersive learning for psychologists yields high results is perceived with enthusiasm by students and is a feasible element for the methodology of teaching a foreign language.

show abstract

“…Shadiev, Yu, and Sintawati (2021) identify the positive impact on student satisfaction with the learning experience as well as the enhancement of students' EFL abilities, intercultural communicative competence, and knowledge sharing. Repetto et al (2021) report beneficial effects of immersion on emotion induction and vocabulary learning, suggesting that immersive spherical videos may offer embodied experiences. While very little is known about the ways in which spherical videos may support EFL students' oral test-taking abilities, the emotional and spatial immersion afforded by spherical videos holds great potential for learners to overcome their potential test anxiety.…”

Section: The Efl Oral Examination As a Didactic Challengementioning

confidence: 92%

Pedagogic Meaning-Making in Spherical Video-Based Virtual Reality – a Case Study from the EFL Classroom

Eisenlauer

Sosa

2022

Designs for Learning

View full text Add to dashboard Cite

This article explores relevant conceptual frameworks and design principles for the planning and implementation of a virtual reality (VR) learning environment in English as a foreign language (EFL) contexts. The primary focus is on what knowledge teachers need to acquire when designing and implementing a spherical video-based training world that allows English learners to experience the different phases of an oral examination in English. Therefore, the paper introduces the educational potential and affordances of spherical videos and describes structural and contextual aspects of oral examinations in English. Employing a prototype learning environment, we expand on major learning theories in spherical video-based learning and suggest best practices for the design and implementation of immersive learning experiences in EFL contexts.

show abstract

The use of immersive 360° videos for foreign language learning: a study on usage and efficacy among high-school students

Cited by 31 publications

References 57 publications

Technological Solutions for Sustainable Development: Effects of a Visual Prompt Scaffolding-Based Virtual Reality Approach on EFL Learners’ Reading Comprehension, Learning Attitude, Motivation, and Anxiety

Technological Solutions for Sustainable Development: Effects of a Visual Prompt Scaffolding-Based Virtual Reality Approach on EFL Learners’ Reading Comprehension, Learning Attitude, Motivation, and Anxiety

On the issue of teaching psychological and pedagogical disciplines at universities using immersive technologies

Pedagogic Meaning-Making in Spherical Video-Based Virtual Reality – a Case Study from the EFL Classroom

Contact Info

Product

Resources

About