Understanding the pedagogical potential of Interactive Spherical Video-based Virtual Reality from the teachers’ perspective through the ACE framework

Geng, Jie; Chai, Ching Sing; Jong, Morris Siu‐Yung; Luk, Eric T. H.

doi:10.1080/10494820.2019.1593200

Cited by 51 publications

(42 citation statements)

References 30 publications

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“…Teaching students to observe their environment sensitively so as to build personal affective connections with the communities seems to be a pedagogical gap for CLE. ISV-VR is a new educational tool that supports learning and teaching activities in which “students’ observation” is an important pedagogical component (e.g., Geng et al, 2019 ; Chien et al, 2020 ; Jong et al, 2020 ). It also greatly saves the cost and time of VR courseware development ( Ozkeskin and Tunc, 2010 ; Mohiuddin et al, 2016 ; Repetto et al, 2018 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual Reality

2021

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Phenomenographic research about teachers’ conception of teaching has consistently revealed that teachers’ conception of teaching influence their classroom practices, which in turn shape students’ learning experiences. This paper reports teachers’ conceptions of teaching with regards to the use of interactive spherical video-based virtual reality (ISV-VR) in Chinese descriptive composition writing. Twenty-one secondary teachers in Hong Kong involved in an ISV-VR-supported Chinese descriptive writing program participated in this phenomenographic study. Analyses of the semi-structured interviews establish seven conception categories that are specifically related to the use of ISV-VR for descriptive Chinese composition writing: (1) offering students more observational opportunities; (2) improving students’ writing skills; (3) promoting students’ learning participation and motivation; (4) shifting learning from teacher-centric to student-centric, (5) enhancing collaborative learning among students; (6) cultivating students’ positive values and moral character, and (7) shaping students’ self-identity as “writers.” The concurrent and convenient access to the ISV-VR resources was for the teachers an enriched and supportive environment for them to cultivate students’ writer identity. In addition, it was discovered that the structural relationships of the conceptions may be better organized along three axes of continuum: conception’s orientation, teaching attention locus, and understanding of writing. These categories form a hierarchy from skill-oriented to community-oriented, and finally to identity-oriented conception. The findings may provide researchers and practitioners with novel insight into the teaching of composition writing in the contexts of L1 acquisition supported by virtual reality technology.

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Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual Reality

2021

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“…IVR can instantly teleport students from a traditional classroom to any hard‐to‐reach or faraway locations in a virtual world (Jang, Vitale, Jyung, & Black, 2017; Prensky, 2016; Shen, Ho, Kuo, & Luong, 2017). Nevertheless, developing 3‐dimensional animation‐based IVR is quite costly, technically demanding and time‐consuming (Jong et al , 2019; Liu, Dede, Huang, & Richards, 2017), thus impeding its prevalent adoption in education, especially in school education (Geng, Chai, Jong, & Luk, 2019). As a subset of IVR, spherical video‐based IVR (hereinafter referred to as SV‐IVR ) offers educators an inexpensive and viable alternative to incorporate IVR experiences in educational processes (Elmezeny, Edenhofer, & Wimmer, 2018; Sato & Kageto, 2018).…”

Section: Introductionmentioning

confidence: 99%

Integrating interactive learner‐immersed video‐based virtual reality into learning and teaching of physical geography

Jong

Tsai

Xie

et al. 2020

Brit J Educational Tech

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“…In the recent Horizon Report (K-12 Edition), M-learning is not only regarded as a desirable strategy, but also a prominent global trend for educators and teachers to frame and shape educational activities for today's K-12 learners [32]. In Hong Kong, incorporating M-learning in schooling is also one of the government's major technological strategies advocated in the current pedagogic and curricular reform in K-12 education [33,34].…”

Section: M-learning and Ambient Learningmentioning

confidence: 99%

Promoting Elementary Pupils’ Learning Motivation in Environmental Education with Mobile Inquiry-Oriented Ambience-Aware Fieldwork

Jong

2020

IJERPH

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Mobile learning (M-learning) has been in high regard for motivating today’s children to learn in schools. The present initiative, which harnesses M-learning in environmental education, aims to promote elementary pupils’ learning motivation through engaging them in conducting mobile inquiry-oriented ambience-aware fieldwork (MIAF) in outdoor landscapes. Besides presenting the rationale and pedagogic design of the initiative, this paper reports and discusses the findings of a quasi-experiment which examined the motivational effectiveness of MIAF in comparison with the conventional inquiry-oriented fieldtrip-based learning approach’s. The experiment was grounded upon the instructional motivation theory of ARCS (Attention, Relevance, Confidence and Satisfaction), involving a total of 145 elementary pupils. Results showed that, compared to the conventional approach, MIAF had significantly positive effects on the experimental group (versus the control group) upon the constructs of “A”, “C”, and “S”, but not “R”. This study offers researchers and practitioners in the domains of environmental education and M-learning new insights into adopting mobile devices in outdoor contexts, in particular, shedding light on designing and implementing inquiry-oriented fieldtrip-based learning in the natural environment.

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Understanding the pedagogical potential of Interactive Spherical Video-based Virtual Reality from the teachers’ perspective through the ACE framework

Cited by 51 publications

References 30 publications

Teachers’ Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual Reality

Teachers’ Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual Reality

Integrating interactive learner‐immersed video‐based virtual reality into learning and teaching of physical geography

Promoting Elementary Pupils’ Learning Motivation in Environmental Education with Mobile Inquiry-Oriented Ambience-Aware Fieldwork

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