From experiencing to expressing: A virtual reality approach to facilitating pupils’ descriptive paper writing performance and learning behavior engagement

Abstract

Due to the lack of life experience and situational experience, it is difficult to arouse pupils’ inner motivation and interest in writing. Therefore, the early stage of Chinese writing may be a challenge for Chinese pupils. In order to solve this problem, a spherical video‐based virtual reality (SVVR) experience learning system was developed to help pupils improve their writing performance and interest. To evaluate the effectiveness of the proposed approach, an experiment was carried out in a primary school in Zhejiang province, China. First, a writing pretest was administered in two grade 4 classes. The researchers then randomly selected 40 pupils of about 10 years old with similar writing abilities, and assigned them to an experimental group, which used the SVVR learning method, and a control group, which used the traditional learning method. The researchers observed and recorded the pupils’ writing process and then, interviewed them. The results showed that there was a significant difference in the comprehensive writing performance of the two groups (F = 6.272; p = .017 < .05). The mean of the experimental group (Mean = 73.85) was higher than that of the control group (Mean = 70.00). Moreover, there were significant differences between the two groups in terms of the thematic coherence, structural integrity and linguistic expressiveness of their writing performance. However, there was no significant difference in the achievement of creative thinking. In the experimental group, different levels of learning behavior engagement could affect the structural integrity and language expression of writing achievements, and the degree of writing learning behavior engagement was highly correlated with reading time. Through the interviews, it was found that the pupils in the experimental group were more satisfied with the SVVR learning method than the control group pupils were with the traditional learning method. What is already known about this topic? Spherical video‐based virtual reality (SVVR) set a simulated environment enabling students to have in‐depth experience in learning contexts. Most SVVR studies focused on speaking and writing in middle schools and colleges, while its impacts on young children’s writing performance is generally ignored. What this paper adds? An SVVR system based on experiencing learning theory was developed to promote young students’ in‐depth experience and perception in descriptive paper writing. The proposed approach promoted students’ writing performances, writing experience and learning behavior engagement. Implications for practice and/or policy SVVR is a potential technology for implementing experiential learning activities, especially in improving thematic coherence, structural integrity and linguistic expressiveness. It is worth promoting such a low‐tech and low‐cost experiential learning approach to other courses.

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“…For landscape architecture students, the proposed SV-IVR learning system in this study is feasible and effective. The fact that SV-IVR technology increases students' learning performance has also been proved by many researchers [27,29].…”

“…In terms of self-efficacy, one possible explanation is that a short period of studying may not increase students' self-efficacy. Huang et al [6] and Yang et al [29] also implied that students need more time and learning experience to develop their capabilities. All students in the experimental group were exposed to this learning system for the first time, so a 50 min learning experience may not have been sufficient to improve their self-efficacy, and self-efficacy needs to be cultivated.…”

“…Its emergence provides teachers with a new teaching concept and approach [28]. For example, Yang, Chen, Zheng, and Hwang [29] adopted the SV-IVR experience learning system in Chinese writing classes in order to enhance students' writing performance and interest. The findings revealed that students using the SV-IVR approach attained higher grades.…”

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