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

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.

Effects of providing EFL learners with additional online and face‐to‐face practise opportunities to promote active learning in higher education

“…Furthermore, Bahari (2019) underscores the effectiveness of active learning in addressing the dynamic motivational factors of learners within the CALL instructional approach. In addition, the amalgamation of pioneering pedagogical methods and technology-enhanced environments, as explored by Chen et al (2021), Chang et al (2023), Zhao and Yang (2023), Almusharraf and Bailey (2021), Hsu and Liu (2023), and Zhang and Perez-Paredes (2021), aligns with the fundamental tenets of active learning and self-regulated learning in language education. These empirical findings significantly contribute to our understanding of how active learning, when coupled with technologyenhanced environments, can profoundly impact language learning outcomes and learner engagement.…”

“…Their research delves into innovative pedagogical methods and their influence on students' writing proficiency and critical thinking, aligning with the principles of active learning and self-regulated learning in language education. Zhao and Yang (2023) examined the efficacy of a novel mind mapping-based spherical video-based virtual reality learning system in enhancing the Chinese language learning achievements and perceptions of international high-school students. Their research underscores pioneering methods in language education, potentially resonating with the tenets of dynamic, participatory learning and self-directed learning within the realm of Chinese language courses.…”

Ecosystem Construction of International Chinese Language Education Meta-Universe in the Internet Era

“…International Chinese language education should focus on its inter-temporal characteristics, pay attention to the empowerment of emerging technologies, explore the remodeling path of international Chinese language education in digital space, innovate the teaching mode, resource supply mode, and service management mode, drive the digital transformation and intelligent upgrading of the international Chinese language education industry, and accelerate the construction of the "meta-universe and international Chinese language education" ecosystem, and open up the way for the integration of virtual and real teaching scenarios, new teaching modes, multimodal educational resources development and intelligent evaluation. To accelerate the construction of the "meta-universe and international Chinese education" ecosystem and to open up a new type of international Chinese education space that integrates reality and reality [13][14]. At present, there are many urgent problems in Chinese education around the world, and the meta-universe, through the integration of new technologies in the virtual space, shows infinite development potential, its full immersion, highly intelligent characteristics, and international Chinese education across time and space development needs highly compatible, can help solve the development of international Chinese education pain points, crack the constraints on the Chinese language and Chinese culture to speed up a series of problems to the world [15][16][17].…”

Text Value and Linguistic Characterization in Chinese Language Literature Based on Text Mining Techniques

“…Chinese language and literature textbooks have many types of texts and different styles, and different styles of texts have their own characteristics, such as chapter layout, language style, and expressive techniques, as well as different reading styles and methods, which also have different values for language teaching [5][6]. Therefore, paying moderate attention to the characteristics of the genre and exploring the unique teaching value of different genres should be important perspectives for exploring the teaching value of teaching materials [7][8]. Moderate attention to the characteristics of the genre, to explore the "class" of the teaching value, conducive to students to understand the language characteristics of each "class" of the genre, access to the "class" of the reading, thinking methods and rules, the teaching of reading can also give students the opportunity to learn how to read.…”

“…Min Liu, Shuling Hu and Wenting Qing. Applied Mathematics and Nonlinear Sciences, 9(1) (2024)[1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17] …”