A study of vocabulary learning using annotated 360° pictures

Papin, Kevin; Kaplan-Rakowski, Regina

doi:10.1080/09588221.2022.2068613

Cited by 25 publications

(22 citation statements)

References 65 publications

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“…Our finding is inconsistent with Papin and Kaplan‐Rakowski (2022), who suggested that high‐immersion VR can impede learning and proposed that this negative effect was due to cognitive overload taking place when engaging in VR. The study subjects needed to learn vocabulary annotated in 360° pictures viewed using high‐immersion VR (compared with a 2D monitor and PowerPoint).…”

Section: Discussioncontrasting

confidence: 99%

“…High-immersion VR is an increasingly valued environment for language learners. Unsurprisingly, language scholars have investigated the potential of VR for facilitating virtual exchanges (Gruber et al, 2023;Jauregi-Ondarra et al, 2021), social interaction (Gruber & Kaplan-Rakowski, 2022;Li & Lan, 2021;Thrasher, 2023), pragmatics (Taguchi, 2021), vocabulary learning (Alfadil, 2020;Papin & Kaplan-Rakowski, 2022) and one-on-one tutoring (Kaplan-Rakowski & Gruber, 2021). Practicing various language skills in VR has also received attention, such as writing (Lan & Tam, 2022), speaking (Gruber & Kaplan-Rakowski, 2020;Kaplan-Rakowski & Gruber, 2023;Thrasher, 2022Thrasher, , 2023, and listening (Peixoto et al, 2019;Ye & Kaplan-Rakowski, 2023).…”

Section: High-immersion Vr and Language Learningmentioning

confidence: 99%

“…Using VR may address this issue by creating more immersive and sensory-rich reading experiences. While VR-based learning is often associated with a high cognitive load (Papin & Kaplan-Rakowski, 2022), recent research suggests that the benefits of engagement and presence in VR may outweigh this potential drawback. Theoretically, this indicates that the engagement and sense of presence in VR could counteract the cognitive load and help individuals better engage in reading.…”

Section: Study Purpose and Research Questionsmentioning

confidence: 99%

“…It is plausible that the story in our study, and especially its VR interactivity, boosted intrinsic motivation. The learning content in Papin and Kaplan-Rakowski (2022) was not embedded within a story, instead 360-degree pictures were annotated with the target vocabulary; the lack of a storyline may have caused that difference in the levels of cognitive load. Baceviciute et al (2021) EEG to measure cognitive efforts and found that reading in VR is cognitively overloading, therefore aligning with the findings in Papin and Kaplan-Rakowski (2022) but not with ours.…”

Section: Cognitive Load Is Not Compromised When Reading In Vrmentioning

confidence: 99%

“…Second, with regard to predicting the difference between learners' cognitive load in the VR group and the video group, CAMIL theory posits that different learning approaches can influence cognitive load (Makransky & Petersen, 2021). In the case of the VR group and the video group, the VR group is likely to experience higher cognitive load compared to the video group (see, for example, Baceviciute et al, 2021; Papin & Kaplan‐Rakowski, 2022). Sensory‐rich VR environments often require additional mental processing to navigate and interact within the immersive environment.…”

Section: Literature Reviewmentioning

confidence: 99%

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An experimental study on reading in high‐immersion virtual reality

Kaplan‐Rakowski,

Gruber

2023

Brit J Educational Tech

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High‐immersion virtual reality (VR) is an increasingly valued environment for language learners. Although reading constitutes a core language skill, practicing reading in VR has received little attention. In this between‐subject, quantitative study, 79 intermediate learners of English at a German university were randomly assigned to view an interactive, multimedia‐rich story under two conditions. In the experimental condition, subjects (the VR group) experienced the story using a high‐immersion VR headset. In the comparison condition, subjects (the video group) watched a video recording (ie, screencast) of the same VR experience. In both conditions, the story was presented using identical captions in English, which served as the reading comprehension text. In addition to measuring the impact of VR on reading comprehension, validated questionnaires yielded data on the subjects' intrinsic motivation, sense of presence and cognitive load. The analysis produced several findings. First, t‐tests revealed the VR group was associated with statistically significantly higher reading comprehension scores compared with the video group (p = 0.03). Second, Wilcoxon signed‐rank tests showed that the VR treatment elicited statistically significantly higher levels of motivation (p ≤ 0.0001) and sense of presence (p ≤ 0.0001). Cognitive load was not significantly different between the groups (p = 0.22). Our main implication is that VR can be beneficial for reading practice. Practitioner notesWhat is already known about this topic High‐immersion virtual reality (VR) is engaging and motivational. Engaging students to practice reading is important. Research on practicing reading in VR has received little attention. What this paper adds It examines the effectiveness of using VR for practicing reading. It shows that VR enhances motivation and the sense of presence when reading. Students report equal levels of cognitive load while reading subtitles in VR and reading subtitles in videos. Implications for practice and/or policy Our main implication is that VR can be beneficial for reading practice. VR could be used as a motivational tool to engage students in reading activities.

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Section: Discussioncontrasting

confidence: 99%

Section: High-immersion Vr and Language Learningmentioning

confidence: 99%

Section: Study Purpose and Research Questionsmentioning

confidence: 99%

Section: Cognitive Load Is Not Compromised When Reading In Vrmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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An experimental study on reading in high‐immersion virtual reality

Kaplan‐Rakowski,

Gruber

2023

Brit J Educational Tech

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The Impact of Locomotion Methods of VR on Presence and Anxiety Levels in Foreign Language Vocabulary Acquisition

Ou,

2024

Lecture Notes in Educational Technology

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Teachers’ perceptions of using virtual reality technology in classrooms: A large-scale survey

Khukalenko

Kaplan-Rakowski

et al. 2022

Educ Inf Technol

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High-immersion virtual reality (VR) technology is often associated with gaming. Yet, it is increasingly popular in educational contexts due to its potential to engage and motivate learners. Prior to VR technology integration in the classroom, the acceptance or resistance toward VR needs to be explored. This paper reports the results obtained from a large-scale ( N = 20,876) survey on teachers’ attitudes toward the use of VR for education. The survey explored the relationships between the teachers’ VR integration level and their instructional approaches, as well as the frequency of VR use. Furthermore, the survey yielded answers on the relationship between the availability of information technology (IT) personnel and the frequency of VR use. Overall, teachers had moderately positive perceptions of the use of VR in education. There was no strong correlation between instructional approaches and the level of VR integration, but lower levels of VR integration were associated with more traditional teaching approaches. The results revealed a positive correlation between the level of VR integration and the frequency of VR use. However, the VR frequency use had a weak correlation with the availability of IT personnel.

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A study of vocabulary learning using annotated 360° pictures

Cited by 25 publications

References 65 publications

An experimental study on reading in high‐immersion virtual reality

An experimental study on reading in high‐immersion virtual reality

The Impact of Locomotion Methods of VR on Presence and Anxiety Levels in Foreign Language Vocabulary Acquisition

Teachers’ perceptions of using virtual reality technology in classrooms: A large-scale survey

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