Improving Language Learning with Virtual Reality: A Quasi-Experimental Study

Autor/in	Iraal, Xavier Levon
Titel	Improving Language Learning with Virtual Reality: A Quasi-Experimental Study
Quelle	(2023), (128 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-0359-2
Schlagwörter	Hochschulschrift; Dissertation; Second Language Programs; Second Language Learning; Second Language Instruction; Armed Forces; Military Personnel; Language Tests; Scores; Language Proficiency; National Security; Computer Simulation; Teaching Methods; Outcomes of Education; Adult Education; Academic Achievement; Comparative Analysis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Zweitsprachenerwerb; Fremdsprachenunterricht; Military; Militär; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; National territory; Security; Staatsgebiet; Sicherheit; Computergrafik; Computersimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Schulleistung
Abstract	Stakeholders at DoD language training organizations seek to improve foreign language learner test scores. The method selected for the researched organization was to add foreign language immersive virtual reality games into the learning environment at the current institute. Earlier studies provided evidence of other organizations pursuing similar information on the benefits that integrating VR could produce in a learning environment. The problem addressed in this study was that the US military needs highly proficient foreign language speakers for national security and global commerce. The research used the framing of scientific management theory. This quasi-experimental study sought to describe the effect of VR integration on test scores specific to foreign language learning. The research incorporated a quantitative methodology approach to test archival score data for outcomes. The hypothesis was that integrating VR should reflect test score improvements. Archival test data for learners aged 18-35 were analyzed using nonparametric Mann-Whitney U independent samples t-tests to determine variances of academic achievement for students enrolled in courses from 2020 to 2022. The archival data were limited to learners participating in an organizationally-controlled course. This study was guided by three research questions that asked to what extent VR integration had an effect on listening, reading, and speaking test scores. The findings indicated VR had a negative impact. Findings from this study could provide information on potential shortfalls in similar programs. This study may aid in making decisions when considering future programs that promise academic improvements. Future researchers might use this study as a foundation to understand the overall effect VR integration has on adult learner test scores. Future researchers might expand the focus to include new course iterations or include a qualitative focus on learner perception of VR use. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01