1,413
Views
1
CrossRef citations to date
0
Altmetric
Research Article

Effectiveness of Virtual Reality on Chinese as a second language vocabulary learning: perceptions from international students

ORCID Icon & ORCID Icon
Received 29 Jan 2023, Accepted 14 Mar 2023, Published online: 24 Mar 2023

References

  • Ahn, S. J. G., Nowak, K. L., & Bailenson, J. N. (2022). Unintended consequences of spatial presence on learning in virtual reality. Computers & Education, 186, 104532. https://doi.org/10.1016/j.compedu.2022.104532
  • Alfalah, S. F. (2018). Perceptions toward adopting virtual reality as a teaching aid in information technology. Education and Information Technologies, 23(6), 2633–2653. https://doi.org/10.1007/s10639-018-9734-2
  • Bacca-Acosta, J., Tejada, J., Fabregat, R., & Guevara, J. (2022). Scaffolding in immersive virtual reality environments for learning English: An eye tracking study. Educational Technology Research and Development, 70(1), 339–362. https://doi.org/10.1007/s11423-021-10068-7
  • Balog, A., & Pribeanu, C. (2010). The role of perceived enjoyment in the students’ acceptance of an augmented reality teaching platform: A structural equation modelling approach. Studies in Informatics and Control, 19(3), 319–330. https://doi.org/10.24846/v19i3y201011
  • Barrett, A., Pack, A., Guo, Y., & Wang, N. (. (2020). Technology acceptance model and multi-user virtual reality learning environments for Chinese language education. Interactive Learning Environments, 1–18. https://doi.org/10.1080/10494820.2020.1855209
  • Budianto, L., & Yudhi, A. (2021). Utilizing WhatsApp-driven learning during COVID-19 outbreak: EFL users’ perceptions and practices. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 22(1), 264–281. https://doi.org/10.24135/callej.v22i1.326
  • Cecotti, H., Day-Scott, Z., Huisinga, L., & Gordo-Pelaez, L. (2020, June). Virtual reality for immersive learning in art history [Paper presentation]. In 2020 6th International Conference of the Immersive Learning Research Network (iLRN), (pp. 16–23). IEEE. https://doi.org/10.23919/iLRN47897.2020.9155108
  • Çetin, H., & Türkan, A. (2022). The Effect of Augmented Reality based applications on achievement and attitude towards science course in distance education process. Education and Information Technologies, 27(2), 1397–1415. https://doi.org/10.1007/s10639-021-10625-w
  • Chen, C. (2022). Factors affecting online Chinese as a foreign language learning stickiness: A study on international students in China. Frontiers in Psychology. 12, 803669. https://doi.org/10.3389/fpsyg.2021.803669
  • Chen, Y. L. (2016). The effects of virtual reality learning environment on student cognitive and linguistic development. The Asia-Pacific Education Researcher, 25(4), 637–646. https://doi.org/10.1007/s40299-016-0293-2
  • Chiang, T. H., Yang, S. J., & Hwang, G. J. (2014). An augmented reality-based mobile learning system to improve students’ learning achievements and motivations in natural science inquiry activities. Journal of Educational Technology & Society, 17(4), 352–365. Retrieved from https://www.jstor.org/stable/jeductechsoci.17.4.352.
  • Chien, S. Y., Hwang, G. J., & Jong, M. S. Y. (2020). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions. Computers & Education, 146, 103751. https://doi.org/10.1016/j.compedu.2019.103751
  • Dang, M., Zhang, R., Wang, X., & Yang, J. (2019). The interaction between phonological and semantic processing in reading Chinese characters. Frontiers in Psychology, 9, 2748. https://doi.org/10.3389/fpsyg.2018.02748
  • Dede, C. J., & Richards, J. (2017). Conclusion—Strategic planning for R&D on immersive learning. In D. Liu, C. Dede, R. Huang, & J. Richards (Eds.), Virtual, augmented, and mixed realities in education (pp. 237–243). Springer. https://doi.org/10.1007/978-981-10-5490-7_13
  • DeHaan, J., Reed, W. M., & Kuwanda, K. (2010). The effect of interactivity with a music video game on second language vocabulary recall. Language Learning & Technology, 14(2), 74–94. https://doi.org/10.1111/j.1467-9922.2009.00559.x
  • Dunleavy, M., & Dede, C. (2014). Augmented Reality Teaching and Learning. In J. Spector, M. Merrill, J. Elen, & M. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 735–745). Springer. https://doi.org/10.1007/978-1-4614-3185-5_59
  • Ellis, R. (2000). Task-based research and language pedagogy. Language Teaching Research, 4(3), 193–220. https://doi.org/10.1177/136216880000400302
  • Gardner, R. C. (2007). Motivation and second language acquisition. Porta Linguarium, 8, 9–20.
  • Garzón, J., Pavón, J., & Baldiris, S. (2019). Systematic review and meta-analysis of augmented reality in educational settings. Virtual Reality, 23(4), 447–459. https://doi.org/10.1007/s10055-019-00379-9
  • Gee, J. P. (2003). What video games have to teach us about learning and literacy. Macmillan.
  • Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2), 97–118. https://doi.org/10.1017/S0261444807004144
  • Gong, Y., Gao, X., & Lyu, B. (2020). Teaching Chinese as a second or foreign language to non-Chinese learners in mainland China (2014–2018). Language Teaching, 53(1), 44–62. https://doi.org/10.1017/S0261444819000387
  • Grover, S., Pea, R., & Cooper, S. (2015). Designing for deeper learning in a blended computer science course for middle school students. Computer Science Education, 25(2), 199–237. https://doi.org/10.1080/08993408.2015.1033142
  • Guo, Y., Xu, J., & Xu, X. (2020). An investigation into EFL learners’ motivational dynamics during a group communicative task: A classroom-based case study. System, 89, 102214. https://doi.org/10.1016/j.system.2020.102214
  • Hew, K. F., & Cheung, W. S. (2010). Use of three‐dimensional (3‐D) immersive virtual worlds in K-12 and higher education settings: A review of the research. British Journal of Educational Technology, 41(1), 33–55. https://doi.org/10.1111/j.1467-8535.2008.00900.x
  • Jara, C. A., Candelas, F. A., Puente, S. T., & Torres, F. (2011). Hands-on experiences of undergraduate students in Automatics and Robotics using a virtual and remote laboratory. Computers & Education, 57(4), 2451–2461. https://doi.org/10.1016/j.compedu.2011.07.003
  • Lai, K. W. K., & Chen, H. J. H. (2021). A comparative study on the effects of a VR and PC visual novel game on vocabulary learning. Computer Assisted Language Learning, 1–34. https://doi.org/10.1080/09588221.2021.1928226
  • Lai, C., & Zheng, D. (2018). Self-directed use of mobile devices for language learning beyond the classroom. ReCALL, 30(3), 299–318. https://doi.org/10.1017/S0958344017000258
  • Lan, Y. J. (2020). Immersion into virtual reality for language learning. Psychology of Learning and Motivation, 72, 1–26. https://doi.org/10.1016/bs.plm.2020.03.001
  • Lan, Y. J., Hsiao, I. Y., & Shih, M. F. (2018). Effective learning design of game-based 3D virtual language learning environments for special education students. Journal of Educational Technology & Society, 21(3), 213–227. Retrieved from https://www.jstor.org/stable/26458519.
  • Lantolf, J. P. (2007). Sociocultural source of thinking and its relevance for second language acquisition. Bilingualism: Language and Cognition, 10(1), 31–33. https://doi.org/10.1017/S1366728906002768
  • Lantolf, J. P., & Beckett, T. G. (2009). Sociocultural theory and second language acquisition. Language Teaching, 42(4), 459–475. https://doi.org/10.1017/S0261444809990048
  • Lee, C. Y., Tsai, J. L., Su, E. C., Tzeng, J. L. O., & Huang, D. L. (2005). Consistency, regularity, and frequency effects in naming Chinese characters. Language and Linguistics, 6, 75–107. https://doi.org/10.1177/1606822X05006001004
  • Legault, J., Zhao, J., Chi, Y. A., Chen, W., Klippel, A., & Li, P. (2019). Immersive virtual reality as an effective tool for second language vocabulary learning. Languages, 4(1), 1–13. https://doi.org/10.3390/languages4010013
  • Lin, T. J., & Lan, Y. J. (2015). Language learning in virtual reality environments: Past, present, and future. Educational Technology & Society, 18(4), 486–497.
  • Liu, T. Y., Tan, T. H., & Chu, Y. L. (2010). QR code and augmented reality-supported mobile English learning system. In X. Jiang, M. Y. Ma, & C. W. Chen (Eds.), Mobile multimedia processing: Fundamentals, methods, and applications (pp. 37–52). Springer.
  • Lloyd, A., Rogerson, S., & Stead, G. (2017). Imagining the potential for using virtual reality technologies in language learning. In M. Carrier, R. M. Damerow, & K. M. Bailey (Eds.), Digital language learning and teaching: Research, theory, and practice (Vol. 222). Routledge Taylor & Francis.
  • Lyu, B., & Qi, X. (2020). A review of research on technology-assisted teaching and learning of Chinese as a second or foreign language from 2008 to 2018. Frontiers of Education in China, 15(1), 142–163. https://doi.org/10.1007/s11516-020-0006-8
  • Madini, A. A., & Alshaikhi, D. (2017). Virtual reality for teaching ESP vocabulary: A myth or a possibility. International Journal of English Language Education, 5(2), 111–126. https://doi.org/10.5296/ijele.v5i2.11993
  • Markowitz, D. M., Laha, R., Perone, B. P., Pea, R. D., & Bailenson, J. N. (2018). Immersive virtual reality field trips facilitate learning about climate change. Frontiers in Psychology, 9, 2364. https://doi.org/10.3389/fpsyg.2018.02364
  • Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage.
  • Ministry of Education (MoE) of China. (2019). 来华留学统计报告 [Statistical report on international students in China for 2018]. http://en.moe.gov.cn/documents/reports/201904/t20190418_378692.html.
  • Ministry of Education of China (2022). Chinese Proficiency Grading Standards for International Chinese Language Education. Retrieved from https://www.chinesetest.cn/gosign.do?id=1&lid=0.
  • Mohamed Shaari, N. A., & Badioze Zaman, H., et al. (2011). Scaffolding Poetry Lessons Using Desktop Virtual Reality. In: H. Badioze Zaman (Ed.), Visual informatics: Sustaining research and innovations. IVIC 2011. Lecture Notes in Computer Science, vol 7067. Springer. https://doi.org/10.1007/978-3-642-25200-6_22
  • Monteiro, A. M. V., & Ribeiro, P. N. D. S. (2020). Virtual reality in English vocabulary teaching: An exploratory study on affect in the use of technology. Trabalhos em Linguística Aplicada, 59, 1310–1338. https://doi.org/10.1590/01031813756931620200716
  • Murphy, K. (2010). Is my teaching disturbing you? Strategies for addressing disruptive behaviors in the college classroom. Journal of Physical Education, Recreation & Dance, 81(6), 33–44. https://doi.org/10.1080/07303084.2010.10598489
  • Nation, P., & Meara, P. (2013). Vocabulary. In N. Schmitt (Ed.), An introduction to applied linguistics (2nd ed., pp. 44–62). Routledge.
  • Nicolaidou, I., Pissas, P., & Boglou, D. (2021). Comparing immersive Virtual Reality to mobile applications in foreign language learning in higher education: A quasi-experiment. Interactive Learning Environments, 1–15. https://doi.org/10.1080/10494820.2020.1870504
  • Paivio, A. (2014). Intelligence, dual coding theory, and the brain. Intelligence, 47, 141–158. https://doi.org/10.1016/j.intell.2014.09.002
  • Peixoto, B., Pinto, R., Melo, M., Cabral, L., & Bessa, M. (2021). Immersive virtual reality for foreign language education: A prisma systematic review. IEEE Access, 9, 48952–48962. https://doi.org/10.1109/ACCESS.2021.3068858
  • Philippe, S., Souchet, A. D., Lameras, P., Petridis, P., Caporal, J., Coldeboeuf, G., & Duzan, H. (2020). Multimodal teaching, learning and training in virtual reality: A review and case study. Virtual Reality & Intelligent Hardware, 2(5), 421–442. https://doi.org/10.1016/j.vrih.2020.07.008
  • Rasti-Behbahani, A. (2021). Why digital games can be advantageous in vocabulary learning. Theory and Practice in Language Studies, 11(2), 111–118. https://doi.org/10.17507/tpls.1102.01
  • Scavarelli, A., Arya, A., & Teather, R. J. (2021). Virtual reality and augmented reality in social learning spaces: A literature review. Virtual Reality, 25, 257–277. https://doi.org/10.1007/s10055-020-00444-8
  • Schoonenboom, J., & Johnson, R. B. (2017). How to construct a mixed methods research design. Köln Z Soziol, 69(Suppl. 2), 107–131. https://doi.org/10.1007/s11577-017-0454-1
  • Stewart, J., & White, D. A. (2011). Estimating guessing effects on the vocabulary levels test for differing degrees of word knowledge. TESOL Quarterly, 45(2), 370–380. https://doi.org/10.5054/tq.2011.254523
  • Stoffelsma, L., Spooren, W., Mwinlaaru, I. N., & Antwi, V. (2020). The morphology-vocabulary-reading mechanism and its effect on students’ academic achievement in an English L2 context. Journal of English for Academic Purposes, 47, 100887. https://doi.org/10.1016/j.jeap.2020.100887
  • Tai, T. Y., Chen, H. H. J., & Todd, G. (2020). The impact of a virtual reality app on adolescent EFL learners’ vocabulary learning. Computer Assisted Language Learning, 35(4), 1–26. https://doi.org/10.1080/09588221.2020.1752735
  • Tcha-Tokey, K., Loup-Escande, E., Christmann, O., Richir, S. (2016, March). A questionnaire to measure the user experience in immersive virtual environments. In Proceedings of the 2016 Virtual Reality International Conference (pp. 1–5).
  • Tseng, W. T., & Schmitt, N. (2008). Toward a model of motivated vocabulary learning: A structural equation modeling approach. Language Learning, 58(2), 357–400. https://doi.org/10.1111/j.1467-9922.2008.00444.x
  • Ventoulis, E., & Xinogalos, S. (2023). “AR The Gods of Olympus”: Design and pilot evaluation of an augmented reality educational game for Greek mythology. Multimodal Technologies and Interaction, 7(1), 2. https://doi.org/10.3390/mti7010002
  • Wang, C. P., Lan, Y. J., Tseng, W. T., Lin, Y. T. R., & Gupta, K. C. L. (2020). On the effects of 3D virtual worlds in language learning–a meta-analysis. Computer Assisted Language Learning, 33(8), 891–915. https://doi.org/10.1080/09588221.2019.1598444
  • Xie, Y., Chen, Y., & Ryder, L. H. (2021). Effects of using mobile-based virtual reality on Chinese L2 students’ oral proficiency. Computer Assisted Language Learning, 34(3), 225–245. https://doi.org/10.1080/09588221.2019.1604551
  • Yang, F. C. O., Lo, F. Y. R., Hsieh, J. C., & Wu, W. C. V. (2020). Facilitating communicative ability of EFL learners via high-immersion virtual reality. Journal of Educational Technology & Society, 23(1), 30–49. https://doi.org/10.14300/jet.2020.23.1.30
  • Yeh, H. C., Tseng, S. S., & Heng, L. (2021). Enhancing EFL students’ intracultural learning through virtual reality. Interactive Learning Environments, 30(9), 1–10. https://doi.org/10.1080/10494820.2020.1734625
  • Zhou, Y., Ji, S., Xu, T., & Wang, Z. (2018). Promoting knowledge construction: A model for using virtual reality interaction to enhance learning. Procedia Computer Science, 130, 239–246. https://doi.org/10.1016/j.procs.2018.04.035
  • Zhou, L., Peng, G., Zheng, H.-Y., Su, I. F., & Wang, W. S. Y. (2012). Sub-lexical phonological and semantic processing of semantic radicals: A primed naming study. Reading and Writing, 26, 967–989. https://doi.org/10.1007/s11145-012-9402-7

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.