Effects of Panoramic Image Virtual Reality on the Workplace English Learning Performance of Vocational High School Students

Autor/inn/en	Chen, Hsiu-Ling; Liao, Yen-Chun
Titel	Effects of Panoramic Image Virtual Reality on the Workplace English Learning Performance of Vocational High School Students
Quelle	In: Journal of Educational Computing Research, 59 (2022) 8, S.1601-1622 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Hsiu-Ling)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633121999851
Schlagwörter	Computer Simulation; Simulated Environment; Work Environment; Vocational High Schools; High School Students; Student Satisfaction; Learning Motivation; Situated Learning; Vocational English (Second Language); Second Language Learning; Second Language Instruction; Prior Learning; Correlation; Electronic Learning; Males; Auto Mechanics; Performance Factors; Knowledge Level; Visual Learning; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Künstliche Umwelt; Arbeitsmilieu; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Motivation for studies; Lernmotivation; Zweitsprachenerwerb; Fremdsprachenunterricht; Vorkenntnisse; Korrelation; Male; Männliches Geschlecht; Leistungsindikator; Wissensbasis; Visual education; Visuelles Lernen; Ausland
Abstract	Digital learning has become an inevitable trend with many benefits for students' learning performance and motivation. However, Virtual Reality, a pervasive mode of digital learning nowadays, has incurred ambivalence among teachers over the years due to its high cost and other technical concerns. Panoramic image VR (PIVR) is a cost-efficient alternative to conventional VR in classroom settings, and is featured in this quasi-experimental research as a digital means to simulate language situations in future workplaces for a total of 106 vocational high school students majoring in auto mechanics. All student participants were divided into an experimental and a control group. The results showed that learning performance, motivation, and satisfaction were better in the experimental group than in the control group thanks to the use of PIVR. Furthermore, it was found that the learning performance of the experimental group students with medium prior knowledge was significantly better than that of the control group students of the same level of prior knowledge. However, no such difference was found for the remaining participants. It is thus inferred that PIVR-based digital learning might be more effective for students with medium prior knowledge than for those with either high or low prior knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01