An Exploratory Study on Practising Listening Comprehension Skills in High-Immersion Virtual Reality
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| Title: | An Exploratory Study on Practising Listening Comprehension Skills in High-Immersion Virtual Reality |
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| Language: | English |
| Authors: | Yongluan Ye, Regina Kaplan-Rakowski (ORCID |
| Source: | British Journal of Educational Technology. 2024 55(4):1651-1672. |
| 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: | 22 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Computer Simulation, Chinese, Second Language Learning, Technology Uses in Education, Listening Comprehension, Psychological Patterns, Cognitive Processes, Difficulty Level, Video Technology, Skill Development, Program Effectiveness |
| DOI: | 10.1111/bjet.13481 |
| ISSN: | 0007-1013 1467-8535 |
| Abstract: | Holding learners' attention is challenging, especially when they are asked to listen to long passages. High-immersion virtual reality (VR) can immerse learners in listening tasks, even in such complex languages as Chinese. This exploratory study examined the effect of VR on 43 Chinese language learners' listening comprehension, enjoyment, sense of presence, and cognitive load. Participants were self-selected into two groups without knowing the purpose of the study or the details of their activity. The experimental group (n[subscript 1] = 23) experienced an interactive multimedia story in VR, and the comparison group (n[subscript 2] = 20) watched a screencast video recording of the same story. Multivariate analysis of covariance (MANCOVA) indicated that VR may have a positive effect on the development of listening skills. Compared with the video group, the VR group had significantly higher listening comprehension scores, reported significantly more enjoyment and sense of presence, and reported experiencing less cognitive load. Thus, the findings suggest that VR could be used as a pedagogical tool to enhance foreign language listening skills. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1427261 |
| Database: | ERIC |
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| Abstract: | Holding learners' attention is challenging, especially when they are asked to listen to long passages. High-immersion virtual reality (VR) can immerse learners in listening tasks, even in such complex languages as Chinese. This exploratory study examined the effect of VR on 43 Chinese language learners' listening comprehension, enjoyment, sense of presence, and cognitive load. Participants were self-selected into two groups without knowing the purpose of the study or the details of their activity. The experimental group (n[subscript 1] = 23) experienced an interactive multimedia story in VR, and the comparison group (n[subscript 2] = 20) watched a screencast video recording of the same story. Multivariate analysis of covariance (MANCOVA) indicated that VR may have a positive effect on the development of listening skills. Compared with the video group, the VR group had significantly higher listening comprehension scores, reported significantly more enjoyment and sense of presence, and reported experiencing less cognitive load. Thus, the findings suggest that VR could be used as a pedagogical tool to enhance foreign language listening skills. |
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| ISSN: | 0007-1013 1467-8535 |
| DOI: | 10.1111/bjet.13481 |
