Learning Vocabulary Using 2D Pictures is More Effective than Using Immersive 3D Stereoscopic Pictures

Kaplan-Rakowski, Regina; Lin, Lin; Wojdyński, Tomasz

doi:10.1080/10447318.2021.1938394

Cited by 16 publications

(3 citation statements)

References 49 publications

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“…We offered our subjects a pre‐training session with the goal of diminishing the novelty effect, but one such session may have been insufficient. The novelty effect has been typical in immersive learning environments outside of VR (e.g., Kaplan‐Rakowski, 2019; Kaplan‐Rakowski et al, 2022) and is prone to wear off after several exposures to the new technology when the learners have grown accustomed to it. Future research should ensure repeated exposure to immersive technologies (Dhimolea et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

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: Discussionmentioning

confidence: 99%

An experimental study on reading in high‐immersion virtual reality

Kaplan‐Rakowski,

Gruber

2023

Brit J Educational Tech

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“…Furthermore, Andrä et al (2020) discovered that both gestures and images improved children's L2 learning, and the effects lasted for a long time. Kaplan-Rakowski et al (2021) also pointed out that twodimensional pictures (2D) performed better than immersive stereoscopic three-dimensional pictures (S3D) on vocabulary recollection. However, some studies did not support the usefulness of pictures.…”

Section: Different Vocabulary Presentation Modesmentioning

confidence: 97%

The Effect of Pictures on Online Business English Vocabulary Retention of EFL Learners Amid the COVID-19 Pandemic

Zhang

Wang

2022

International Journal of Technology-Enhanced Education

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Students can find numerous online resources and platforms for English vocabulary learning during COVID-19. However, most online vocabulary recollection research was concerned with general vocabulary retention, particularly the impact of pictures on general vocabulary memorization. Little is known about business English vocabulary and the relationship between them and pictorial annotations. Therefore, this study investigated the impact of pictures on students' retention of business English vocabulary presented online and employed the two-way mixed design ANOVA to analyze the data. The findings revealed that while images did not improve online recollection of word form, they contributed to meaning retention in both the immediate and delayed post-tests. Furthermore, there was a significant change in recollecting word meaning across different presentation modes over time, although the change was not significant in word form retention. Future studies should investigate multiple parts of speech of business English vocabulary and the effects of individual differences on the results.

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“…Regina et al compare the effectiveness of learning vocabulary using the 2D image and S3D image. They insist that much information does not need an efficient way of memorizing [12]. This fact indi-cates that depending on the quality of the information, the learning effect will be reduced.…”

Section: Effectiveness Of Image For Vocabulary Acquisitionmentioning

confidence: 99%

Error-Driven Learning: Development of Vocabulary Learning Support System that Utilizes Suggestibility of Error by Image Generation

sugita

Gu²,

忍³

2023

IIAI Letters on Informatics and Interdisciplinary Research

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Vocabulary learning has long been taught as a basis for L2 English language learning. The use of visual clues is a widely recognized method in vocabulary learning. Several studies have applied automatic image caption generation, invented with computer vision and natural language processing, to English vocabulary learning in recent years. However, these vocabulary learning systems mainly use correct answers and their corresponding images. Another study focuses on the effectiveness of making errors, utilizing simulation to visualize the learner's error, and its suggestibility contributes to the learning effectiveness of the physics task. We focus on the effectiveness of error with image generation implying suggestibility and hypothesize that errors encourage the students to memorize the vocabulary effectively. We propose a vocabulary learning support system with image generation corresponding to learner's error for L2 English language learners. To accomplish the development, we defined three tasks and researched its possibility.

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Learning Vocabulary Using 2D Pictures is More Effective than Using Immersive 3D Stereoscopic Pictures

Cited by 16 publications

References 49 publications

An experimental study on reading in high‐immersion virtual reality

An experimental study on reading in high‐immersion virtual reality

The Effect of Pictures on Online Business English Vocabulary Retention of EFL Learners Amid the COVID-19 Pandemic

Error-Driven Learning: Development of Vocabulary Learning Support System that Utilizes Suggestibility of Error by Image Generation

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