Technology acceptance model and multi-user virtual reality learning environments for Chinese language education

ABSTRACT

Virtual reality is a rapidly developing technology and its applications are being explored in a variety of educational fields. While an increasing amount of attention is being paid to VR as a language learning tool, there remains less research on using VR with languages other than English. Adapting the Technology Acceptance Model, this study investigated learner attitudes towards Hubs by Mozilla, a multi-user VR learning environment, for the purpose of learning Chinese as an additional language. Data were collected by means of a post-participation questionnaire that measured seven constructs. It was hypothesized that the unique features of virtual reality technology would have a statistically significant positive association with the constructs of technology acceptance. Structural Equation Modeling was used to explore the relationships between the constructs. Results indicate varying degrees in significance between the impacts of different constructs, but an overall agreeable attitude towards using the virtual environment for Chinese language learning. Furthermore, difficulties in interaction within the virtual environment seemed to affect the learners’ perceived ease of use of the technology, suggesting that increased consideration for the design of VR learning environments and for the virtual literacies of learners may help this technology be more successful in the classroom.

KEYWORDS:

• Virtual reality
• Chinese language learning
• technology acceptance model
• virtual literacies
• Hubs by Mozilla
• virtual worlds

Acknowledgements

The authors would like to thank Sihan LIU and Wanting MA for their support in collecting data for this study.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This research was supported by Xi'an Jiaotong-Liverpool University SURF201952. The funding source had no role in the study design, the collection, analysis and interpretation of data, the writing of the report, or the decision to submit the article for publication.

Notes on contributors

Alex Barrett

Alex Barrett is an English language teacher and researcher currently practicing at Xi’an jiaotong-Liverpool University in China. He has previously taught English and conducted teacher training in Honduras, Japan, and Uzbekistan. His primary research interest is in virtual reality as an instructional technology, but is also interested in computer-mediated assessment.

Austin Pack

Austin Pack is a PhD Candidate at the University of Liverpool. He manages the Virtual Reality Language Learning Lab at Xi’an Jiaotong-Liverpool University. His research interests include the psychology of language learning and computer-assisted language learning.

Yajing Guo

Yajing Guo is a Chinese language teacher and researcher currently working in Confucius Institute at Comenius University, Slovakia, but has previously practiced at Xi’an Jiaotong-Liverpool-Liverpool University in China, University of Ljubljana, Slovenia on Chinese language as well as Chinese culture. Her research interests include translanguaging, Task-based language teaching and computer-assisted language learning.

Ningjuan (Joanne) Wang

Ningjuan (Joanne) Wang currently works as an EAP tutor at Xi'an Jiaotong-Liverpool University. She has broad experience in teaching Academic English, Business English and General English subjects in higher education institutions and franchised language schools. Her research interests mainly include cross-cultural communication, computer-assisted language learning (CALL), second language acquisition, and learner autonomy.