Supporting project-based learning for students’ oral English skill and engagement with immersive virtual reality

Shi, Jianli; Sitthiworachart, Jirarat; Hong, Jon-Chao

doi:10.1007/s10639-023-12433-w

Cited by 3 publications

(1 citation statement)

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“…Overall, the body of related work underscores the growing interest in leveraging AI technologies to enhance English speaking learning outcomes. While existing research has provided valuable insights into the effectiveness and usability of AI-driven adaptive systems, further studies are needed to explore the long-term impact of these technologies on learners' language proficiency and their integration into diverse educational contexts [11].…”

Section: Related Workmentioning

confidence: 99%

Adaptive System of English-Speaking Learning Based on Artificial Intelligence

Lili Qin

2024

jes

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Delve into the innovative realm of adaptive systems for English-speaking learning, underpinned by artificial intelligence (AI). Proficiency in spoken English is increasingly pivotal in today's interconnected world, spanning across professional, academic, and social spheres. However, conventional methods of language learning often struggle to accommodate the diverse needs and learning styles of individual learners. Enter AI-powered adaptive systems, offering a transformative approach to language education. These systems harness the capabilities of machine learning algorithms and natural language processing to deliver personalized learning experiences. Through real-time analysis of learners' performance, they provide targeted feedback and dynamically adjust learning materials to suit individual preferences and abilities, focusing on areas such as pronunciation, fluency, grammar, and vocabulary usage. Moreover, the adaptive nature of AI-based systems revolutionizes the learning process, allowing for continuous progress monitoring and adaptation to learners' evolving needs. Unlike traditional classroom settings with standardized pacing, adaptive systems empower learners to progress at their own pace, honing in on areas that require improvement while bypassing mastered concepts. This personalized approach not only enhances learning efficiency but also fosters motivation and engagement by aligning with learners' interests and goals. By bridging the gap between individual learning needs and traditional educational frameworks, AI-powered adaptive systems represent a groundbreaking advancement in language education, promising to make English-speaking learning more accessible, effective, and enjoyable for learners worldwide.

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Section: Related Workmentioning

confidence: 99%

Adaptive System of English-Speaking Learning Based on Artificial Intelligence

Lili Qin

2024

jes

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Effects of teacher-developed spherical video-based virtual reality types on student learning engagement: A hierarchical linear modeling approach

Wu,

Jong,

Tsai

2024

Educ Inf Technol

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Spherical video-based virtual reality (SVVR) offers teachers an accessible means to use virtual reality. However, research into the effects of learning materials in teacher-developed SVVR activities on student learning remains limited. This study recruited 33 elementary school teachers and the 841 students in their classes. This study classified teacher-developed SVVR into "enhanced type" (N = 18) and "fundamental type" (N = 15), based on the number of enhanced exposition contents and thematic integration assessments embedded in the SVVR activities. This study also examined its effect on the students’ perceived effects of active learning (AL), repetition (REP), and feedback (FB), and learning engagement (i.e., cognitive, emotional, behavioral, and social engagement). Nested relationships between teachers and students were observed using hierarchical linear modeling analysis. This study revealed that (1) enhanced-type SVVR activities are positively associated with learning engagement; (2) AL and FB are positively associated with student engagement; (3) REP is the only factor that is positively associated with emotional engagement; and (4) AL and SVVR exert a cross-level interaction effect on emotional engagement, wherein enhanced-type SVVR activities yield greater emotional engagement among lower AL students. While prior research highlighted SVVR’s impact on student learning, the present work has unfolded the importance of how SVVR delivers information and facilitates students' knowledge organization in the course of learning, consequently impacting students’ learning outcomes. The results of this research are of theoretical and practical significance for both researchers and practitioners working on designing, implementing and evaluating SVVR for educational purposes.

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ELT Student Teachers’ Acceptance and Knowledge Base of Integrating Virtual Reality into Task-Based Contexts

Qiu,

Lopez-Ozieblo,

Yao

2024

RELC Journal

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This qualitative study explored the acceptance and knowledge base of English language teaching (ELT) student teachers regarding the incorporation of virtual reality (VR) into oral tasks to promote learner engagement within the framework of task-based language teaching (TBLT). Twenty-six ELT student teachers, pursuing their Master of Arts degree at a university in Hong Kong, were interviewed about their acceptance of VR oral tasks and assessed on their knowledge of task engagement and VR. Content analysis, guided by the technology acceptance model and the technological pedagogical and content knowledge (TPACK) framework, was conducted to analyse their interview data. The findings indicated their acceptance of VR-based oral tasks, based on their overall positive perceptions of VR, and confirmed their existing pedagogical knowledge of task engagement. However, their concerns regarding the effectiveness of VR-based oral tasks were influenced by their insufficient TPACK. The findings highlight their urgent need for professional training, not only to enhance VR experiential opportunities but also to learn how to develop teaching materials that integrate VR.

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Supporting project-based learning for students’ oral English skill and engagement with immersive virtual reality

Cited by 3 publications

References 62 publications

Adaptive System of English-Speaking Learning Based on Artificial Intelligence

Adaptive System of English-Speaking Learning Based on Artificial Intelligence

Effects of teacher-developed spherical video-based virtual reality types on student learning engagement: A hierarchical linear modeling approach

ELT Student Teachers’ Acceptance and Knowledge Base of Integrating Virtual Reality into Task-Based Contexts

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