The Effects of Spherical Video-Based Virtual Reality and Conventional Video on Students' Descriptive Writing Achievement and Motivation: A Comparative Study
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| Title: | The Effects of Spherical Video-Based Virtual Reality and Conventional Video on Students' Descriptive Writing Achievement and Motivation: A Comparative Study |
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| Language: | English |
| Authors: | Feng Li (ORCID |
| Source: | SAGE Open. 2023 13(3). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Video Technology, Computer Simulation, Influence of Technology, Student Motivation, Descriptive Writing, Writing Achievement, Elementary Schools, Elementary Education, Grade 4 |
| DOI: | 10.1177/21582440231193822 |
| ISSN: | 2158-2440 |
| Abstract: | This study compares the effects of Spherical Video-Based Virtual Reality (SVVR) and Conventional Video (CV) on students' writing achievement and motivation. A quasi-experimental method was used in a primary school's Chinese Descriptive Article Writing courses. Twenty-eight fourth-grade students were randomly divided into two groups. In the SVVR group, students observed the writing scenes using SVVR devices. In the CV group, students watched the writing scenes through conventional video. SPSS software was used for the statistical analysis of the data. The results show that: (1) there is no significant difference (U = 714, p = 0.061) in the overall writing achievement between SVVR and CV groups. However, students in the SVVR group performed significantly better in Organization (U = 693, p = 0.029) and Content (U = 609, p = 0.003) than those in the CV group. (2) Overall writing motivation improved in both SVVR and CV groups. The improvement of writing expectations in the CV group was significantly higher than that of the SVVR group (t = -2.119, p = 0.044). Therefore, we suggest that schools: (1) design the integration method of SVVR and writing learning to solve the problem of the gap between students' immersive situational experience and completing their writing goals. (2) use the immersive and interactive features of SVVR technology to create virtual experience scenes to improve students' observation and description abilities. (3) add activity clues to guide students to experience SVVR scenes purposefully and plan and transform situational interest into learning ability. (4) further optimize SVVR devices to improve their usability during learning. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1412629 |
| Database: | ERIC |
| Abstract: | This study compares the effects of Spherical Video-Based Virtual Reality (SVVR) and Conventional Video (CV) on students' writing achievement and motivation. A quasi-experimental method was used in a primary school's Chinese Descriptive Article Writing courses. Twenty-eight fourth-grade students were randomly divided into two groups. In the SVVR group, students observed the writing scenes using SVVR devices. In the CV group, students watched the writing scenes through conventional video. SPSS software was used for the statistical analysis of the data. The results show that: (1) there is no significant difference (U = 714, p = 0.061) in the overall writing achievement between SVVR and CV groups. However, students in the SVVR group performed significantly better in Organization (U = 693, p = 0.029) and Content (U = 609, p = 0.003) than those in the CV group. (2) Overall writing motivation improved in both SVVR and CV groups. The improvement of writing expectations in the CV group was significantly higher than that of the SVVR group (t = -2.119, p = 0.044). Therefore, we suggest that schools: (1) design the integration method of SVVR and writing learning to solve the problem of the gap between students' immersive situational experience and completing their writing goals. (2) use the immersive and interactive features of SVVR technology to create virtual experience scenes to improve students' observation and description abilities. (3) add activity clues to guide students to experience SVVR scenes purposefully and plan and transform situational interest into learning ability. (4) further optimize SVVR devices to improve their usability during learning. |
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| ISSN: | 2158-2440 |
| DOI: | 10.1177/21582440231193822 |
