Supporting multilingual learners’ science learning from the multimodal perspective: the case of a VR-Enhanced science unit

Abstract

Multilingual learners (MLs) often struggle with science conceptual learning partly due to the abstractness of the concepts and the complexity of scientific texts. This study presents a case of a Virtual Reality (VR) enhanced science learning unit to support middle-school students’ science conceptual learning. Using a transformative mixed methods design, this study examines ML’s science learning and participation in VR educational programing from the multimodal perspective. Combining the strengths of quantitative and qualitative data analysis, the results of this study show that engaging in multimodal meaning-making in multiple ways, including the VR game, can enable multilingual learners to gain conceptual understanding of science content equally as well as their English-speaking counterparts. Based on the findings, a framework for multimodal instructional design to support MLs is also discussed. Overall, this study contributes to the growing body of research on the uses of VR-enhanced multimodal learning in K-12 science education, especially for multilingual learners.

Keywords:

• Multilingual learners
• multimodal meaning-making
• virtual reality
• science education
• transformative mixed methods

Acknowledgment

The author thanks Dr. TJ Kopcha for his valuable feedback and guidance on this paper.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This work was supported by the Ball State University under the Creative Teaching Grant.

Notes on contributors

Ai-Chu Elisha Ding

Ai-Chu Elisha Ding is an Assistant Professor of Learning Design and Technology in the Department of Workforce Education & Instructional Technology at the University of Georgia. She received her Ph.D. from Indiana University-Bloomington with dual major in Instructional Systems Technology and Literacy, Culture and Language Education. Her research examines the innovative and equitable technology integration and professional development in K-12 education. Specifically, she has focused on supporting multilingual learners (MLs) and struggling readers in STEM education through technology-infused innovative pedagogies such as game-based learning (GBL), virtual reality (VR), and elementary-level computer programming. Her research explores the technology-mediated learning and instructional design from the multimodal perspective. She has also worked closely with both pre-service and in-service teachers on their professional development and technology integration.