The Impact of Relaxational Virtual Reality and Video Learning Activities on Subjective Vitality in a Blended Learning Environment
Saved in:
| Title: | The Impact of Relaxational Virtual Reality and Video Learning Activities on Subjective Vitality in a Blended Learning Environment |
|---|---|
| Language: | English |
| Authors: | Sabina Nowak, Regina Kaplan-Rakowski |
| Source: | International Journal on E-Learning. 2024 23(4):415-428. |
| Availability: | Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Relaxation Training, Computer Simulation, Video Technology, Learning Activities, Blended Learning, Second Language Learning, English (Second Language), Technology Integration, Well Being, Foreign Countries, College Students |
| Geographic Terms: | Poland |
| ISSN: | 1537-2456 1943-5932 |
| Abstract: | This study investigates subjective vitality (SV) within the context of high-immersion virtual reality (VR) and video-based language learning. Within the framework of a blended learning curriculum, English as a Foreign Language (EFL) students (N = 111) participated in a relaxing language learning activity delivered via VR or video. This study explored the role of VR and video in augmenting emotional well-being, which is a key factor in maintaining engagement within blended learning environments. The pre- and post-activity SV measures revealed a slight, albeit not significant, increase in SV. Analysis of variance (ANOVA) results revealed that both VR and video had comparable effects on SV. While VR fosters more engaging and immersive language learning experiences than video, video remains a practical alternative that effectively supports learner SV, especially in resource-constrained educational settings. These findings have implications for integrating VR technology to provide emotional support for blended learning students. Such support is particularly important in the context of e-learning, in which the technology-driven nature of instruction frequently coincides with limited social interactions. Future research testing the long-term impact of VR and video on SV is necessary. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Access URL: | https://www.learntechlib.org/primary/p/225217/ |
| Accession Number: | EJ1457940 |
| Database: | ERIC |
| Abstract: | This study investigates subjective vitality (SV) within the context of high-immersion virtual reality (VR) and video-based language learning. Within the framework of a blended learning curriculum, English as a Foreign Language (EFL) students (N = 111) participated in a relaxing language learning activity delivered via VR or video. This study explored the role of VR and video in augmenting emotional well-being, which is a key factor in maintaining engagement within blended learning environments. The pre- and post-activity SV measures revealed a slight, albeit not significant, increase in SV. Analysis of variance (ANOVA) results revealed that both VR and video had comparable effects on SV. While VR fosters more engaging and immersive language learning experiences than video, video remains a practical alternative that effectively supports learner SV, especially in resource-constrained educational settings. These findings have implications for integrating VR technology to provide emotional support for blended learning students. Such support is particularly important in the context of e-learning, in which the technology-driven nature of instruction frequently coincides with limited social interactions. Future research testing the long-term impact of VR and video on SV is necessary. |
|---|---|
| ISSN: | 1537-2456 1943-5932 |
