Promoting International High-School Students' Chinese Language Learning Achievements and Perceptions: A Mind Mapping-Based Spherical Video-Based Virtual Reality Learning System in Chinese Language Courses

Autor/inn/en	Zhao, Jia-Hua; Yang, Qi-Fan
Titel	Promoting International High-School Students' Chinese Language Learning Achievements and Perceptions: A Mind Mapping-Based Spherical Video-Based Virtual Reality Learning System in Chinese Language Courses
Quelle	In: Journal of Computer Assisted Learning, 39 (2023) 3, S.1002-1016 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Qi-Fan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12782
Schlagwörter	Foreign Students; High School Students; Foreign Countries; Second Language Learning; Language Acquisition; Video Technology; Computer Simulation; Grade 10; Educational Environment; Self Efficacy; China + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Zweitsprachenerwerb; Sprachaneignung; Spracherwerb; Computergrafik; Computersimulation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Self-efficacy; Selbstwirksamkeit
Abstract	Background: As adequate support, virtual reality (VR) has been increasingly introduced into the classroom to help students learn a new language. However, empirical studies exploring the educational potential of using 360° spherical video-based virtual reality (SVVR) in high-school Chinese language classrooms are still lacking. Objectives: A mind mapping-based SVVR learning system is proposed for international high-school students' Chinese courses and examines its effects on improving Chinese learning achievements and perceptions among Grade 10 students who learn Chinese as a foreign language. Methods: This study adopted a quasi-experiment design. Participants (N = 66) were assigned to one of three conditions: mind mapping-based SVVR (MMBSVVR), conventional SVVR (CSVVR), or traditional lecturing (TL). Our mixed-method approach employed pre-and post-tests to measure Chinese learning achievements, questionnaires to measure Chinese learning motivation, problem-solving ability, and self-efficacy, and semi-structured interviews to further explore students' feelings and attitudes about Chinese courses in corresponding learning environments. Results and Conclusions: The results showed that the MMBSVVR classroom significantly improved high students' Chinese learning achievements in Chinese vocabulary and making sentence, problem-solving ability, and self-efficacy. Moreover, SVVR stimulates students' learning interest and class participation, and mind mapping provides students with a clear guide to arrange the knowledge. These findings help interpret the relationships between MMBSVVR and learning achievements, Chinese learning motivation, problem-solving ability, and self-efficacy in an international high school Chinese courses, thus providing insight on integrating MMBSVVR into existing classrooms. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01