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An experimental study on reading in high‐immersion virtual reality.

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Title: An experimental study on reading in high‐immersion virtual reality.
Authors: Kaplan‐Rakowski, Regina1 (AUTHOR) regina.kaplan‐rakowski@unt.edu, Gruber, Alice2 (AUTHOR)
Source: British Journal of Educational Technology. Mar2024, Vol. 55 Issue 2, p541-559. 19p.
Subject Terms: *Reading comprehension, *Cognitive load, *Intrinsic motivation, Wilcoxon signed-rank test, Virtual reality, Video recording, Headsets
Abstract: High‐immersion virtual reality (VR) is an increasingly valued environment for language learners. Although reading constitutes a core language skill, practicing reading in VR has received little attention. In this between‐subject, quantitative study, 79 intermediate learners of English at a German university were randomly assigned to view an interactive, multimedia‐rich story under two conditions. In the experimental condition, subjects (the VR group) experienced the story using a high‐immersion VR headset. In the comparison condition, subjects (the video group) watched a video recording (ie, screencast) of the same VR experience. In both conditions, the story was presented using identical captions in English, which served as the reading comprehension text. In addition to measuring the impact of VR on reading comprehension, validated questionnaires yielded data on the subjects' intrinsic motivation, sense of presence and cognitive load. The analysis produced several findings. First, t‐tests revealed the VR group was associated with statistically significantly higher reading comprehension scores compared with the video group (p = 0.03). Second, Wilcoxon signed‐rank tests showed that the VR treatment elicited statistically significantly higher levels of motivation (p ≤ 0.0001) and sense of presence (p ≤ 0.0001). Cognitive load was not significantly different between the groups (p = 0.22). Our main implication is that VR can be beneficial for reading practice. Practitioner notesWhat is already known about this topic High‐immersion virtual reality (VR) is engaging and motivational.Engaging students to practice reading is important.Research on practicing reading in VR has received little attention.What this paper adds It examines the effectiveness of using VR for practicing reading.It shows that VR enhances motivation and the sense of presence when reading.Students report equal levels of cognitive load while reading subtitles in VR and reading subtitles in videos.Implications for practice and/or policy Our main implication is that VR can be beneficial for reading practice.VR could be used as a motivational tool to engage students in reading activities. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: An experimental study on reading in high‐immersion virtual reality.
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  Data: <searchLink fieldCode="AR" term="%22Kaplan‐Rakowski%2C+Regina%22">Kaplan‐Rakowski, Regina</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> regina.kaplan‐rakowski@unt.edu</i><br /><searchLink fieldCode="AR" term="%22Gruber%2C+Alice%22">Gruber, Alice</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Technology%22">British Journal of Educational Technology</searchLink>. Mar2024, Vol. 55 Issue 2, p541-559. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+load%22">Cognitive load</searchLink><br />*<searchLink fieldCode="DE" term="%22Intrinsic+motivation%22">Intrinsic motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Wilcoxon+signed-rank+test%22">Wilcoxon signed-rank test</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+reality%22">Virtual reality</searchLink><br /><searchLink fieldCode="DE" term="%22Video+recording%22">Video recording</searchLink><br /><searchLink fieldCode="DE" term="%22Headsets%22">Headsets</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: High‐immersion virtual reality (VR) is an increasingly valued environment for language learners. Although reading constitutes a core language skill, practicing reading in VR has received little attention. In this between‐subject, quantitative study, 79 intermediate learners of English at a German university were randomly assigned to view an interactive, multimedia‐rich story under two conditions. In the experimental condition, subjects (the VR group) experienced the story using a high‐immersion VR headset. In the comparison condition, subjects (the video group) watched a video recording (ie, screencast) of the same VR experience. In both conditions, the story was presented using identical captions in English, which served as the reading comprehension text. In addition to measuring the impact of VR on reading comprehension, validated questionnaires yielded data on the subjects' intrinsic motivation, sense of presence and cognitive load. The analysis produced several findings. First, t‐tests revealed the VR group was associated with statistically significantly higher reading comprehension scores compared with the video group (p = 0.03). Second, Wilcoxon signed‐rank tests showed that the VR treatment elicited statistically significantly higher levels of motivation (p ≤ 0.0001) and sense of presence (p ≤ 0.0001). Cognitive load was not significantly different between the groups (p = 0.22). Our main implication is that VR can be beneficial for reading practice. Practitioner notesWhat is already known about this topic High‐immersion virtual reality (VR) is engaging and motivational.Engaging students to practice reading is important.Research on practicing reading in VR has received little attention.What this paper adds It examines the effectiveness of using VR for practicing reading.It shows that VR enhances motivation and the sense of presence when reading.Students report equal levels of cognitive load while reading subtitles in VR and reading subtitles in videos.Implications for practice and/or policy Our main implication is that VR can be beneficial for reading practice.VR could be used as a motivational tool to engage students in reading activities. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/bjet.13392
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        Text: English
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      – SubjectFull: Cognitive load
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      – SubjectFull: Wilcoxon signed-rank test
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      – SubjectFull: Headsets
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      – TitleFull: An experimental study on reading in high‐immersion virtual reality.
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            NameFull: Kaplan‐Rakowski, Regina
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              M: 03
              Text: Mar2024
              Type: published
              Y: 2024
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