From Experiencing to Expressing: A Virtual Reality Approach to Facilitating Pupils' Descriptive Paper Writing Performance and Learning Behavior Engagement

Autor/inn/en	Yang, Gang; Chen, Yu-Ting; Zheng, Xiao-Li; Hwang, Gwo-Jen
Titel	From Experiencing to Expressing: A Virtual Reality Approach to Facilitating Pupils' Descriptive Paper Writing Performance and Learning Behavior Engagement
Quelle	In: British Journal of Educational Technology, 52 (2021) 2, S.807-823 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hwang, Gwo-Jen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13056
Schlagwörter	Computer Simulation; Video Technology; Descriptive Writing; Writing Achievement; Writing Attitudes; Learner Engagement; Teaching Methods; Instructional Effectiveness; Reading Writing Relationship; Technology Integration; Elementary School Students; Grade 4; Children; Foreign Countries; China + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; School year 04; 4. Schuljahr; Schuljahr 04; Child; Kind; Kinder; Ausland
Abstract	Due to the lack of life experience and situational experience, it is difficult to arouse pupils' inner motivation and interest in writing. Therefore, the early stage of Chinese writing may be a challenge for Chinese pupils. In order to solve this problem, a spherical video-based virtual reality (SVVR) experience learning system was developed to help pupils improve their writing performance and interest. To evaluate the effectiveness of the proposed approach, an experiment was carried out in a primary school in Zhejiang province, China. First, a writing pretest was administered in two grade 4 classes. The researchers then randomly selected 40 pupils of about 10 years old with similar writing abilities, and assigned them to an experimental group, which used the SVVR learning method, and a control group, which used the traditional learning method. The researchers observed and recorded the pupils' writing process and then, interviewed them. The results showed that there was a significant difference in the comprehensive writing performance of the two groups (F = 6.272; p = 0.017 < 0.05). The mean of the experimental group (Mean = 73.85) was higher than that of the control group (Mean = 70.00). Moreover, there were significant differences between the two groups in terms of the thematic coherence, structural integrity and linguistic expressiveness of their writing performance. However, there was no significant difference in the achievement of creative thinking. In the experimental group, different levels of learning behavior engagement could affect the structural integrity and language expression of writing achievements, and the degree of writing learning behavior engagement was highly correlated with reading time. Through the interviews, it was found that the pupils in the experimental group were more satisfied with the SVVR learning method than the control group pupils were with the traditional learning method. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01