Virtual and augmented reality text environments support self-directed multimodal reading

Interactive Learning Environments, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 20

Published: March 26, 2025

Virtual (VR) and augmented reality (AR) technologies are two of the fastest-growing anticipated to peak this decade, with a gap in research understand new multimodal affordances for teachers support students' self-directed interactive reading. This aimed early adolescents' experiences reading texts containing written spoken language 3D imagery VR AR text environments. The study applied thematic coding interaction analysis how students engaged 3D, multimodal, non-fiction educational games. findings attend following practices exhibited by learners: (i) connecting knowledge known, (ii) recalling information; (iii) resolving cognitive disequilibrium, (iv) using haptic interactivity navigate pathways, (v) selective attention filter information. followed varied pathways while demonstrating disequilibrium resolution when responding multilayered attentional cues encountering multiple cuing systems that use different navigation aids than those offered books. Reading across modes involved attending several modes, backgrounding others, opportunities extensive interactivity, requiring extended

Language: Английский

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Can Virtual Reality Leverage Technology-Mediated Task-Based Language Teaching?: A Research Synthesis

Digital studies in language and literature, Journal Year: 2025, Volume and Issue: unknown

Published: April 9, 2025

Abstract The last two decades have witnessed a growing interest in developing and incorporating tasks technology-mediated settings. Correspondingly, task-based language teaching (technology-mediated TBLT) has established itself as distinct domain of TBLT research, exploring the benefits technology promoting task performance outcomes learning. This research synthesis intends to contribute this trend by focusing on one type – immersive virtual reality (VR). We conducted systematic search reviewed 33 primary studies (2014–2024) that adopted VR create tasks, then we assessed learning these tasks. In addition reviewing study features for general (e.g., target population, language, knowledge/skill area), evaluated VR-based instructional common characteristics pedagogical literature. Results showed majority are meaning-focused authentic, but they not sufficiently designed produce non-linguistic (outcomes beyond mere display linguistic knowledge skills).

Language: Английский

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The impact of sound and immersive experience on learners when using virtual reality and tablet: A mixed‐method study

British Journal of Educational Technology, Journal Year: 2023, Volume and Issue: 55(4), P. 1560 - 1582

Published: Dec. 16, 2023

Multisensory‐rich VR experiences, which encompass visual, auditory, and haptic stimuli, have the potential to enhance engagement, motivation, learning. However, extensive sensory stimuli could also compromise learning through overload. In museum settings, visitors who are inundated with excessive such as unrelated background music or competing visual options may not experience optimal This mixed‐methods study addressed this problem by exploring impact of sound on learning, enjoyment, sense presence, development interest among attendees ( N = 255) used two different types technology: high‐immersion a tablet. Results from one‐way MANOVA revealed that presence were unaffected technology unless was added. Using tablet lowered presence. Participants in condition without had significantly higher enjoyment scores than those either condition. The affected any condition, regardless whether used. research findings implications for implementing settings. For instance, can exhibits, but be diminished when use tablets sound. Additional recommendations multimodal museums provided. Practitioner notes What is already known about topic support an immersive engaging users. more tablets. When designed effectively, increase immersion engagement. integrated into environment, add authenticity content. complement exhibits it allows extend their experiences. paper adds enriched positively Compared soundless exhibition, enhances engagement drawing attention content exhibits. visitor Implications practice and/or policy Developers interested adding should ensure auditory experiences directly related desired delivery. Museum exhibit creators curators consider provide dynamic

Language: Английский

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Enhancing Language Learning and Intergroup Empathy through Multi-User Interactions and Simulations in a Virtual World

Virtual Worlds, Journal Year: 2024, Volume and Issue: 3(3), P. 333 - 353

Published: Aug. 13, 2024

In an increasingly globalized world, the development of language skills and intercultural empathy has become crucial for effective communication collaboration across diverse societies. Virtual worlds offer a unique immersive environment to address these needs through innovative educational approaches. This study explores impact multi-user interactions, group work, simulations within virtual on learning intergroup empathy. Two distinct research projects were conducted, involving 241 participants aged 19–45. The engaged 116 in interactive experiences, while had 125 collaborating multicultural groups participating perspective-taking simulations. Both studies employed qualitative data collection methods, including surveys, interviews, observations. findings suggest that combination networking strategies, collaborative learning, contributes improvements learners’ proficiency, confidence, towards social groups. Participants reported increased motivation engagement, which was attributed nature environments. These highlight importance reflection facilitating acquisition understanding. Technical challenges identified as potential barriers implementation. results demonstrate enhance education foster societies, offering valuable insights educators researchers. However, may be limited by specific contexts sample sizes studies, warranting further explore generalizability long-term world interventions not exaggerate main conclusions.

Language: Английский

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The Impact of High-Immersion Virtual Reality and Interactivity on Vocabulary Learning

SSRN Electronic Journal, Journal Year: 2024, Volume and Issue: unknown

Published: Jan. 1, 2024

Virtual reality (VR) has been gaining prominence in education, with its interactive capabilities continually expanding. This quantitative study (N = 91) tested the educational effectiveness of high-immersion VR (HiVR) versus low-immersion (LiVR) and impact interactivity on vocabulary learning. The between-subjects portion this compared second language (L2) learning using HiVR headsets traditional laptops (LiVR). Multivariate analyses covariance revealed that although scores learners were higher than LiVR, difference was not statistically significant. within-subjects interaction virtual objects representing target vocabulary. Although students reported enjoying aspects experience, did significantly outcomes either or LiVR. These findings have practical theoretical implications about how different degrees immersion influence retention. is relevant for scholars, teachers, as well curriculum application designers.

Language: Английский

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Examining Adults’ Enjoyment, Challenges, and Cognitive Load in Informal Learning with High-Immersion Virtual Reality

TechTrends, Journal Year: 2024, Volume and Issue: unknown

Published: Sept. 23, 2024

Language: Английский

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