University EAP Students' Perceptions of Using a Prototype Virtual Reality Learning Environment to Learn Writing Structure

Abstract

This study investigates English language learner (ELL) perceptions of using a prototype virtual reality learning environment (VRLE) designed for teaching and learning writing structure. A mixed-methods approach was used, incorporating pre- and post-participation questionnaires, as well as semi-structured interviews. Participants consisted of 10 ELLs enrolled in first year English for Academic Purposes (EAP) courses at a university in Mainland, China. Results indicate that while the majority of students enjoyed using the VRLE, they maintained varying attitudes regarding the usefulness of the VRLE. Additionally, results from a correlation analysis suggest that learners' attitudes towards the material or content being learned (EAP writing) significantly correlates with learners' attitudes towards using the VRLE for learning writing structure.

Virtual Reality for Supporting Authentic Learning in 21st Century Language Classroom

“…In educational research for practical purposes such as expense and size, wearable Virtual Reality devices that offer a truly interactive environment entirely masking the physical world are not included [29], [30]. Most of the research on virtual reality uses virtual environments, where computer screens allow users to communicate with them [29]. Virtual reality and virtual environments can, however, be programmed and created for any context, making them useful for learning languages [21], [25], [31].…”

“…As Kluge and Riley note, Virtual Reality Learning Environments are highly adaptable to multiple learning techniques, are student-centered, and implement an instructional paradigm of "learning by doing." [29] Wang et al created a Virtual Reality language class activity by building a Virtual City using descriptive language and directions; Shadowing presentation skills using 360-degree videos, making virtual reality role-playing videos based on encouraging learning verbs. The Virtual City designed by Wang et al provides beneficial results for understanding how language learners feel when learning English in a 3D Virtual World [32].…”

“…A significant challenge in designing a Virtual Reality Learning Environment for learning writing structures is how to comfortably create large amounts of text for users [29], which may affect cybersickness symptoms [50]. If the text is too close to the user, it fills their field of vision, requiring the user to move their head and neck frequently [29]. Quick movements in positioning the head up, down, and rotating the head would trigger cybersickness symptoms [50].…”

“…With the weight of a Virtual Reality headset, this can cause unwanted discomfort and physical strain on the user's neck. If the text is too far away, the user may have difficulty seeing the text if the headset is not attached correctly, causing unwanted discomfort and physical strain on the user's eyes [29]. Additionally, users may not want to use the Virtual Reality Learning Environment for a long time.…”

“…This experience is even worse for students with myopia as the headset will press their glasses onto their faces. It is not easy for them to walk and read the texts while constantly adjusting their headset [29].…”