Promoting Deep Writing with Immersive Technologies: An SVVR-Supported Chinese Composition Writing Approach for Primary Schools

Autor/inn/en	Chen, Yu-Ting; Li, Ming; Huang, Chang-Qin; Han, Zhong-Mei; Hwang, Gwo-Jen; Yang, Gang
Titel	Promoting Deep Writing with Immersive Technologies: An SVVR-Supported Chinese Composition Writing Approach for Primary Schools
Quelle	In: British Journal of Educational Technology, 53 (2022) 6, S.2071-2091 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Ming) ORCID (Huang, Chang-Qin) ORCID (Hwang, Gwo-Jen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13247
Schlagwörter	Foreign Countries; Elementary School Students; Computer Simulation; Writing (Composition); Writing Skills; Experiential Learning; Grade 4; Teaching Methods; Learner Engagement; Technology Uses in Education; China + Suchen Sie Ihr Suchwort? Ausland; Computergrafik; Computersimulation; Schreibübung; Writing skill; Schreibfertigkeit; Experiental learning; Erfahrungsorientiertes Lernen; School year 04; 4. Schuljahr; Schuljahr 04; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Writing is a recording process involving complex dynamic behaviours, which is closely connected with authentic contexts. A free authentic context can form a link with students' life experience and their prior knowledge, so that students' deep writing skills can be stimulated. However, in traditional writing activities, the lack of authentic experience is an important reason for students' poor writing achievements and low behavioural engagement. To address this problem, the current study used a spherical video-based virtual reality (SVVR)-supported Chinese composition writing approach, which can provide authentic contexts to support students' deep writing. An SVVR experiential learning model was developed and a quasi-experiment was conducted in a primary school to verify the effectiveness of the proposed approach. A total of 59 fourth-grade students from China were recruited and were randomly divided into the experimental group, which adopted the SVVR-supported learning approach, and the control group, which adopted the non-SVVR-supported learning approach. The results show that the proposed approach can promote students' transition of learning behavioural engagement from medium to high, as well as the development of deep writing skills. It was found that students learning with the SVVR approach who acquired better deep writing skills tended to demonstrate better writing performance in relation to linguistic expressiveness and creative thinking than the students learning with the non-SVVR approach. (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