Trends in VR/AR technology-supporting language learning from 2008 to 2019: a research perspective

Qiu, Xing-yue; Chiu, Chuang-Kai; Zhao, Lulu; Sun, Cai-Feng; Shu-jie, Chen

doi:10.1080/10494820.2021.1874999

Cited by 67 publications

(60 citation statements)

References 50 publications

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“…As far as we know, most of the existing literature [10,[17][18][19][20] has described the systematic reviews of VR application in language learning through qualitative variables. These studies have shown that VR application in language learning is steadily growing and effectively used in language learning settings.…”

Section: Previous Review Studies On Vr-assisted Language Learningmentioning

confidence: 99%

“…Huang, Zou, Cheng, and Xie [20] analyzed the VR on language learning from five perspectives: ways of integrating VR tools in language learning; primary users; major research findings; why it can effectively promote language learning's impact. Qiu et al [10] conducted a systematic literature review that included 150 articles on VR/AR in language learning from 2008 to 2019. The study found that VR was most applied in higher education and that the most reported advantages of VR in language learning were learners' learning behaviors, learning attitudes, and learning performance.…”

Section: Previous Review Studies On Vr-assisted Language Learningmentioning

confidence: 99%

“…Sustainability 2022, 14, 3147 2 of 18 Non-immersive VR commonly refers to the desktop VR that interacts with computers through the mouse, control handle, and other devices [7,10]. The dramatic reduction in the cost of devices and technology has driven a rapid growth of VR applications in educational fields such as medicine, science, and mathematics in recent years that has been proven to be positive [11][12][13].…”

Section: Introductionmentioning

confidence: 99%

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The Effects of Virtual Reality-Assisted Language Learning: A Meta-Analysis

Chen

Wang

2022

Sustainability

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Existing literature reflects that VR technology is widely used in language learning settings. Although many studies have identified the multiple benefits and affordance of Virtual Reality (VR) technologies in language learning, most studies are qualitative studies that do not provide substantial evidence to investigate the impact of this technology on language learning. To this end, this study conducted a meta-analysis of 21 quantitative studies with 1144 participants published between 2010 and 2021. The study’s main purpose was to examine the effects of VR on students’ language learning academic performance, including linguistic gains and affective gains. The results indicated that VR-assisted language learning had a medium effect on the linguistic gains (Hedges’ g = 0.662, 95% CI [0.398–0.925], p < 0.001) and affective gains (Hedges’ g = 0.570, 95% CI [0.309–0.831], p < 0.001) of students compared to non-VR conditions, respectively. Furthermore, the study further analyzed the impact of several moderator variables such as education levels, hardware types, language skills, target language, and L1/L2 on language learning gains. The research indicates that VR technology has a great potential to improve language learning as an educational resource and provides suggestions for further research and practice on the use of VR-assisted language learning.

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Section: Previous Review Studies On Vr-assisted Language Learningmentioning

confidence: 99%

Section: Previous Review Studies On Vr-assisted Language Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Effects of Virtual Reality-Assisted Language Learning: A Meta-Analysis

Chen

Wang

2022

Sustainability

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“…Finally, the third type of VR is fully immersive head-mounted system where users' vision is fully enveloped, creating a sense of full immersion". In general, VR corresponds to recent developments in second-language acquisition by creating an immersive virtual learning environment [8,9,15]. VR includes "an increased focus on listening and speaking characterised by the emphasis on the development of oral skills, authenticity in communication, the use of real-life settings, the development of interactive skills via social practices (web 2.0), the use of multimodality to facilitate language learning and the development of informal learning practices as a complement to language learning" [8] (p. 261).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring Hong Kong Youth Culture via a Virtual Reality Tour

Cheung

Wang

2021

Sustainability

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The advantages of employing virtual reality tours in teaching are attributed to the virtual reality experience it provides to the students. In the case of teaching popular culture, benefits from the potential of VR tour are amplified by the empirical significance that would lead to the students’ imagination and reflection. In addition, an online VR tour suggests a flexibility that allows students to learn anyplace anytime, satisfying the need for blended learning and distance learning, which is a very critical mode of teaching and learning during the COVID-19 pandemic. This article discusses the advantages and challenges of blending “virtual reality” into the teaching of popular culture, and, furthermore, the implications of VR in tertiary education are discussed by examining the research that is conducted through the application of a VR tour in the course: Hong Kong Popular Culture. Sixty-eight students participated in the course. After implementing the VR tour, a questionnaire survey and interviews were conducted. In addition, students wrote essays to reflect on the youth culture of contemporary Hong Kong after the explanation of the tour, and these were also examined. We observed the positive responses from the students and the way in which the VR tour could enhance the learning qualities in the course on cultural studies.

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“…Even though there are various examples cited of using AR as a learning and teaching tool in numerous disciplines such as science, mathematics, chemistry, education, biology and engineering, there is less literature on the use of AR in physiotherapy or other healthcare professional literature (Dunleavy & Dede 2014 ; Kamarainen et al 2013 ; Qiu et al 2021 ; Reeves et al 2021 ; Supruniuk et al 2020 ; Tan et al 2012 ). Within healthcare higher education, there is an increased emphasis for students to use real-world experiences or tasks to enhance the quality of their learning and its application in clinical practice.…”

Section: Introductionmentioning

confidence: 99%