Virtual reality in problem‐based learning contexts

Effects on the problem‐solving performance, vocabulary acquisition and motivation of English language learners

Bibliographic Data

ID21499366
AuthorsChing‐Huei Chen (0000-0001-9697-3752, Department of Industrial Education and Technology National Changhua University of Education Changhua Taiwan), Hsiu‐Ting Hung (0000-0002-6005-7645, Department of English National Kaohsiung University of Science and Technology Kaohsiung Taiwan), Hui‐Chin Yeh (0000-0001-9283-6291, Department of Applied Foreign Languages National Yunlin University of Science and Technology Douliu Taiwan, corresponding author)
Year2021
Volume37
Issue3
Pages851-860
Publication date2021-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Computer Assisted Learning (JOURNAL)
Journal identifiersISSN: 0266-4909 • E-ISSN: 1365-2729
PublisherWiley (PUBLISHER • GB)
DOI10.1111/jcal.12528
OpenAlexW3127211988
LanguageEN
Citations received42
References cited48

Learning a foreign language requires interaction with language input while involved in a task. Given that problem‐based learning (PBL) offers hands‐on application in realistic contexts, and that virtual reality (VR) enables learners to interact with multiple modalities of information, this study examines how the integration of VR technology into PBL contexts affects students' motivation for, problem‐solving during, and vocabulary acquisition in learning English as a foreign language (EFL). A total of 84 engineering majors who enrolled in a course of English for specific purposes were randomly assigned to either an experimental group or a control group. Students in the experimental group participated in a VR‐assisted PBL context, in which they were to view a PBL scenario using VR technology and then to create VR videos about solving the given problems. Those in the control group participated in a PBL context without the use of VR technology for viewing and solving the identical scenario. After the intervention, all the students wrote a problem‐solving analysis, took a vocabulary knowledge test, completed a learning motivation questionnaire, and participated in individual interviews. The results showed that the students in the experimental group significantly outperformed those in the control group in terms of vocabulary acquisition, and were more motivated to learn English related to their future careers, whereas there was no significant difference in the problem‐solving performance of the two groups. Implications of these findings highlight the value of engaging EFL learners in immersive environments for contextualized learning through the integrated use of VR and PBL

Comprehension · Foreign language · Human–computer interaction · Language acquisition · Linguistics · Mathematics education · Modalities · Multimedia · Problem-based learning · Virtual reality · Vocabulary · Computer Science · Engineering · Problem and Project Based Learning · Psychology · Simulation-Based Education in Healthcare · Virtual Reality Applications and Impacts · Artificial Intelligence

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