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 |
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| Language: | English |
| Authors: | Regina Kaplan-Rakowski, Alice Gruber |
| Source: | British Journal of Educational Technology. 2024 55(2):541-559. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Computer Simulation, English (Second Language), English Language Learners, Second Language Learning, Reading Instruction, Reading Skills, Foreign Countries, Electronic Equipment, Technology Uses in Education, Video Technology, Reading Comprehension, Learner Engagement, Active Learning |
| Geographic Terms: | Germany |
| DOI: | 10.1111/bjet.13392 |
| ISSN: | 0007-1013 1467-8535 |
| 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 [less than or equal to] 0.0001) and sense of presence (p [less than or equal to] 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1411161 |
| Database: | ERIC |
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| 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 [less than or equal to] 0.0001) and sense of presence (p [less than or equal to] 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. |
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| ISSN: | 0007-1013 1467-8535 |
| DOI: | 10.1111/bjet.13392 |
