The Use of Immersive 360° Videos for Foreign Language Learning: A Study on Usage and Efficacy among High-School Students

Autor/inn/en	Repetto, Claudia; Di Natale, Anna Flavia; Villani, Daniela; Triberti, Stefano; Germagnoli, Serena; Riva, Giuseppe
Titel	The Use of Immersive 360° Videos for Foreign Language Learning: A Study on Usage and Efficacy among High-School Students
Quelle	In: Interactive Learning Environments, 31 (2023) 4, S.1906-1921 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Repetto, Claudia) ORCID (Di Natale, Anna Flavia) ORCID (Villani, Daniela) ORCID (Triberti, Stefano) ORCID (Germagnoli, Serena) ORCID (Riva, Giuseppe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2020.1863234
Schlagwörter	Video Technology; Technology Uses in Education; Use Studies; Instructional Effectiveness; High School Students; Second Language Learning; Homework; Knowledge Level; Student Attitudes; Electronic Learning; Handheld Devices; Foreign Countries; English (Second Language); Positive Attitudes; Vocabulary Development; Italy + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Benutzerschulung; Unterrichtserfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Zweitsprachenerwerb; Hausaufgabe; Wissensbasis; Schülerverhalten; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Wortschatzarbeit; Italien
Abstract	The large-scale diffusion of tablets and smartphones in the last decades offered new opportunities to broaden educational strategies. In particular, the Mobile-Assisted Language Learning (MALL) emerged as a promising approach leveraging the widespread availability of portable devices. In this study we investigated the feasibility and efficacy of a self-administered MALL homework training based on immersive 360° videos, compared to a training based on not-immersive standard videos showing the same visual content and enriched by an auditory description of the environment. The knowledge of target words was assessed before and after the training. In addition, students' attitudes toward the technology were assessed before the training. Results indicated that students with a more positive attitude toward technology watched the videos more than those with a less positive attitude. Furthermore, students who underwent the training with 360°videos learned more words than students belonging to the control group, even after controlling for the number of videos views. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01