Virtual reality in problem‐based learning contexts: Effects on the problem‐solving performance, vocabulary acquisition and motivation of English language learners

Abstract

Learning a foreign language requires interaction with language input while involved in a task. Given that problem‐based learning (PBL) offers hands‐on application in realistic contexts, and that virtual reality (VR) enables learners to interact with multiple modalities of information, this study examines how the integration of VR technology into PBL contexts affects students' motivation for, problem‐solving during, and vocabulary acquisition in learning English as a foreign language (EFL). A total of 84 engineering majors who enrolled in a course of English for specific purposes were randomly assigned to either an experimental group or a control group. Students in the experimental group participated in a VR‐assisted PBL context, in which they were to view a PBL scenario using VR technology and then to create VR videos about solving the given problems. Those in the control group participated in a PBL context without the use of VR technology for viewing and solving the identical scenario. After the intervention, all the students wrote a problem‐solving analysis, took a vocabulary knowledge test, completed a learning motivation questionnaire, and participated in individual interviews. The results showed that the students in the experimental group significantly outperformed those in the control group in terms of vocabulary acquisition, and were more motivated to learn English related to their future careers, whereas there was no significant difference in the problem‐solving performance of the two groups. Implications of these findings highlight the value of engaging EFL learners in immersive environments for contextualized learning through the integrated use of VR and PBL.

Promoting the Quality of Life of Elderly during the COVID-19 Pandemic

“…Especially for the online one-way knowledge dissemination during COVID-19, this novel calligraphy AR approach could undoubtedly bring new experiences and stimulation to elderly learners and provide more significant development potential for teaching. This finding is consistent with those of Chen, Chai, Jong, and Jiang [ 42 , 43 ] and Chen, Hung, and Yeh [ 42 , 43 ].…”

Google Cards as a Tool to Improve Writing Skills among EFL Young Children with Learning Disabilities

“…These findings are in agreement with the findings of educational works of literature that investigated some impacts of Problem-based Learning on learning such as Chis, et al, 2018;Lexén, Hultqvist, & Amnér, 2018;Chen, et al, 2021, but the researchers don"t find any studies that have used Google Cards as it used in the current research.…”

“…Although, Google cards can be used alone in teaching some skills, and problem-based learning can also be used without Google cards, the current program"s procedures aimed to combine the use of Google Cards with problem-based learning procedures, there are many studies have succeeded in employing problem-based learning in teaching a variety of skills (e.g. Chis, et al, 2018;Lexén, Hultqvist, & Amnér, 2018;Chen, et al, 2021), While the procedures that the current research has found to help teachers use both Google cards and problem-based learning to improve writing skills in children with learning disabilities can be listed as follows:…”

A Spherical Video-Based Immersive Virtual Reality Learning System to Support Landscape Architecture Students’ Learning Performance during the COVID-19 Era

“…In particular, compared to the boring one-way method of knowledge transfer, this novel VR approach can undoubtedly bring new experience and perception to students, and provide greater potential for teaching and learning in landscape education. The findings are also in line with those of Chen, Chai, Jong, and Jiang [47] and Chen, Hung, and Yeh [48].…”