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A Study of Vocabulary Learning Using Annotated 360° Pictures

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Title: A Study of Vocabulary Learning Using Annotated 360° Pictures
Language: English
Authors: Kevin Papin (ORCID 0000-0001-7547-4524), Regina Kaplan-Rakowski (ORCID 0000-0002-6769-7784)
Source: Computer Assisted Language Learning. 2024 37(5-6):1108-1135.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 28
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Students, French, Second Language Learning, Computer Simulation, Visual Aids, Learner Engagement, Vocabulary Development, Definitions
Geographic Terms: Canada
DOI: 10.1080/09588221.2022.2068613
ISSN: 0958-8221
1744-3210
Abstract: Second language (L2) learning research suggests that virtual reality (VR) has the potential to enhance the development of language skills due to its immersive nature and its situated learning opportunities. This quantitative, between-subjects study compared the effectiveness of three learning conditions. University students (N = 63) studied vocabulary annotated on: (1) 360° pictures viewed using a VR headset, (2) 360° pictures viewed on a desktop monitor, and (3) standard two-dimensional (2D) pictures viewed on a desktop monitor (control condition). After the experiment, the students completed productive and receptive posttests measuring vocabulary recall. Through multiple analyses of variance (MANOVA), the study revealed that learning new vocabulary with annotated 360° pictures viewed on a desktop monitor is associated with significantly higher posttests scores, compared with learning using a VR headset or standard 2D pictures. Kruskal-Wallis H tests showed vocabulary learning with 360° to be engaging, but effective only when studied on the 2D monitor. This study has practical implications for VR-assisted language learning and for the design of teaching materials to enhance L2 vocabulary learning.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1433638
Database: ERIC
FullText Text:
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  Data: A Study of Vocabulary Learning Using Annotated 360° Pictures
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  Data: <searchLink fieldCode="AR" term="%22Kevin+Papin%22">Kevin Papin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7547-4524">0000-0001-7547-4524</externalLink>)<br /><searchLink fieldCode="AR" term="%22Regina+Kaplan-Rakowski%22">Regina Kaplan-Rakowski</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6769-7784">0000-0002-6769-7784</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Computer+Assisted+Language+Learning%22"><i>Computer Assisted Language Learning</i></searchLink>. 2024 37(5-6):1108-1135.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/09588221.2022.2068613
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  Data: Second language (L2) learning research suggests that virtual reality (VR) has the potential to enhance the development of language skills due to its immersive nature and its situated learning opportunities. This quantitative, between-subjects study compared the effectiveness of three learning conditions. University students (N = 63) studied vocabulary annotated on: (1) 360° pictures viewed using a VR headset, (2) 360° pictures viewed on a desktop monitor, and (3) standard two-dimensional (2D) pictures viewed on a desktop monitor (control condition). After the experiment, the students completed productive and receptive posttests measuring vocabulary recall. Through multiple analyses of variance (MANOVA), the study revealed that learning new vocabulary with annotated 360° pictures viewed on a desktop monitor is associated with significantly higher posttests scores, compared with learning using a VR headset or standard 2D pictures. Kruskal-Wallis H tests showed vocabulary learning with 360° to be engaging, but effective only when studied on the 2D monitor. This study has practical implications for VR-assisted language learning and for the design of teaching materials to enhance L2 vocabulary learning.
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  Data: 2024
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      – SubjectFull: College Students
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      – SubjectFull: French
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      – SubjectFull: Visual Aids
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      – SubjectFull: Canada
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