Comparing Immersive Virtual Reality to Mobile Applications in Foreign Language Learning in Higher Education: A Quasi-Experiment

Autor/inn/en	Nicolaidou, Iolie; Pissas, Petros; Boglou, Dimitrios
Titel	Comparing Immersive Virtual Reality to Mobile Applications in Foreign Language Learning in Higher Education: A Quasi-Experiment
Quelle	In: Interactive Learning Environments, 31 (2023) 4, S.2001-2015 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nicolaidou, Iolie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2020.1870504
Schlagwörter	Educational Technology; Computer Simulation; Telecommunications; Handheld Devices; Second Language Instruction; Undergraduate Students; Italian; Vocabulary Development; Program Effectiveness; Learner Engagement; Foreign Countries; Cyprus + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Computergrafik; Computersimulation; Telekommunikationstechnik; Fremdsprachenunterricht; Italienisch; Wortschatzarbeit; Ausland; Zypern
Abstract	Virtual Reality applications are predicted to create a paradigm shift in education, but there is little empirical evidence of their educational value. Virtual Reality affordances to support language learning have not yet been realized. This quasi-experimental study investigated the effect of a Virtual Reality application on foreign language learning and compared engagement, engrossment, and immersion between two versions of the application (Virtual Reality and mobile). Twenty experimental group undergraduate students used a head-mounted Virtual Reality display and twenty control group students used a mobile application for learning Italian as a foreign language. Data sources included: (a) a 10 open-ended questions pre-test and post-test measuring vocabulary skills, and (b) a validated questionnaire with 21 seven-point Likert scale items measuring engagement, engrossment, and immersion. Findings revealed a statistically significant difference in the experimental group students' vocabulary performance when students' pre-test and post-test scores were compared. Engagement, engrossment, and immersion received relatively high scores by Virtual Reality participants. The study did not find a statistically significant difference between the two conditions. The study provides preliminary empirical data indicating that Virtual Reality applications can be both effective and engaging for language learning, even though they were not found to be superior to mobile applications. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01