A teaching design of ecological class based on immersive virtual reality spatial fusion

Liu, Wenyuan

doi:10.3389/fpsyg.2022.874101

Cited by 5 publications

(3 citation statements)

References 26 publications

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“…Gao [3] constructed a theoretical framework of Chinese college students' ICC. Liu [25] designed an ecological class to improve the students' learning effect. Language competence as the EFL educational core has changed, transforming into the cultivation of ICC.…”

Section: Discussionmentioning

confidence: 99%

Construction of Input-Comparison-Output (ICO) Intercultural Mode for Sustainable Development in EFL Education

Liu

Yang

2023

Sustainability

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The cultivation of college students’ intercultural communication competence (ICC) for sustainable development is a hot research topic in English foreign language (EFL) education. What competencies are they required to have, and how to cultivate them in EFL education? The study is based on Byram’s model of ICC for cultivating students’ ICC for their sustainable development. To this end, an empirical study was conducted by constructing an intercultural comparative teaching mode called Input-Comparison-Output (ICO) in the research by integrating Chinese culture into EFL education for cultivating students’ ICC among Chinese college students. The study emphasizes the importance of the Chinese culture as the native culture by comparing similarities and differences with the targeted culture in EFL education. There are some existing research works on English and its culture, but few of them focus on the role and integration of Chinese culture in China’s EFL teaching. In order to seek some evidence of the function of the Chinese culture as the first culture in EFL education, the authors constructed the ICO intercultural mode, and 58 participants were recruited and divided into two groups randomly as the controlled group and experimental group in the empirical study. Some research methods were used in the study, such as questionnaires, term papers, statistical analyses and interviews. The data were collected through the Star of Questionnaire, the automatic assessing system of the I-write Platform, Excel and WeChat videos. Quantitative and qualitative statistics were adopted to assess the students’ changes of attitudes towards the integration of the Chinese culture into the course and academic development in the research. The ICO intercultural mode creates a novel teaching mode of cultural comparison between first culture and targeted culture, breaking down the traditional monocultural teaching one in the EFL teaching. The results of the research show that the integration of the Chinese culture into the EFL course is important, which can promote the students’ ICC thanks to the application of the ICO intercultural mode in the course. The initiative findings can be used as references for further intercultural teaching in EFL education.

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Section: Discussionmentioning

confidence: 99%

Construction of Input-Comparison-Output (ICO) Intercultural Mode for Sustainable Development in EFL Education

Liu

Yang

2023

Sustainability

Self Cite

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“…With regard to the learning affordances, IVR technology provides learners with a vast amount of sensory input, enabling them to visualise the learning material and become fully immersed in the IVE. IVR also allows for the dynamic modification, triggering, updating, or adaptation of the content of virtual models (Ugwitz et al, 2019), and for remote collaboration among operators in a shared space to complete tasks (Juřík et al, 2016;Liu, 2022). Furthermore, IVR can stimulate the imagination and creativity of both learners and teachers, as the range of stimuli that can be created within the IVE is almost limitless.…”

Section: Learning In Ivrmentioning

confidence: 99%

Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school

Šikl,

Brücknerová,

Švedová

et al. 2024

Computer Assisted Learning

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IntroductionMedia comparison studies examining the effectiveness of immersive virtual reality in education have yielded inconclusive findings, leaving the question of its impact on learning compared to conventional media unanswered. To address this issue, our study employs a novel approach that combines media comparison with an investigation on the influence of broader educational context.MethodsIn the experiment, 262 students from two distinct types of lower secondary schools—comprehensive school and multi‐year gymnasium (a selective academic school)—participated. The students received a lesson on topography and contour line interpretation, using either an immersive virtual environment or a PowerPoint slideshow. A transfer test was carried out before, immediately after, and 1 month after the lesson to measure knowledge application.ResultsThe impact of the media (immersive virtual reality vs. PowerPoint slideshow) on learning outcomes was found to be minimal, with no clear advantage of one over the other in any experimental condition. In contrast, a significant influence on learning gains was observed due to school type. Multi‐year gymnasium students consistently outperformed comprehensive school students in the pre‐test and demonstrated greater learning gains, regardless of the learning media.ConclusionThe present study employs an innovative approach by integrating a comparative analysis of different media types with an investigation into the impact of learner characteristics. By including students from distinct types of schools, the study provides insights into the differential effects of immersive virtual reality in varied educational contexts.

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“…With regard to the advantages, IVR technology provides learners with a vast amount of sensory input, enabling them to visualise the learning material and become fully immersed in the IVE. IVR also allows for the dynamic modification, triggering, updating, or adaptation of the content of virtual models (Author, 20XXa), and for remote collaboration among operators in a shared space to complete tasks (Author, 20XXb;Liu, 2022). Furthermore, IVR can stimulate the imagination and creativity of both learners and teachers, as the range of stimuli that can be created within the IVE is almost limitless.…”

Section: Learning In Ivrmentioning

confidence: 99%

Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school

Šikl¹,

Brücknerová²,

Švedová³

et al. 2023

Preprint

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The findings of media comparison studies examining the efficacy of using immersive virtual reality (IVR) in education have been inconclusive. Some studies have suggested that immersive virtual environments (IVE) facilitate learning; other studies have reported similar or even lower learning effects in IVR than in more traditional educational settings. To expand upon earlier research, the present study combined a media comparison approach with an exploration of how learner characteristics might influence the impact of IVR. In the experiment, 262 students from two distinct types of lower secondary schools—elementary school, which is a type of comprehensive school, and multi-year gymnasium, which is a selective academic school—received a lesson on topography and contour line interpretation using either an IVE or a PowerPoint (PPT) slideshow. To measure the extent to which the students were able to apply the lesson knowledge when working with maps, a transfer test was conducted before the lesson, immediately after its completion, and again one month later. Along with the transfer test, a spatial reasoning test was administered to the students. The results showed that while the type of school had an impact on student learning gains, there was no clear benefit of IVR-based instruction over PPT instruction. More specifically, the multi-year gymnasium students had higher scores than the elementary school students already in the pre-test, and they also demonstrated higher learning gains. Conversely, the elementary school students did not show any statistical improvement in their learning outcomes, regardless of the learning environment. The present study is in line with the recommendation formulated by Buchner and Kerres (2023) for comparative research on augmented reality in education—to move research from the phase of examining whether IVR learning works to the phase of examining the questions of when and how IVR learning works. We argue that examining the influence of learner characteristics and variables describing their academic background is crucial for comprehending the potential of IVR as a teaching tool.

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A teaching design of ecological class based on immersive virtual reality spatial fusion

Cited by 5 publications

References 26 publications

Construction of Input-Comparison-Output (ICO) Intercultural Mode for Sustainable Development in EFL Education

Construction of Input-Comparison-Output (ICO) Intercultural Mode for Sustainable Development in EFL Education

Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school

Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school

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