Digital school or online game? Factors determining 3D virtual worlds in language classrooms for pre-service teachers
Bibliographic Data
| ID | 21631463 |
|---|---|
| Authors | Watcharapol Wiboolyasarin (0000-0003-0920-0423, Research Institute for Languages and Cultures of Asia, Mahidol University, Salaya, Thailand), Nattawut Jinowat (0000-0002-9445-3232, Demonstration School, Suan Sunandha Rajabhat University, Bangkok, Thailand, corresponding author), Kanokpan Wiboolyasarin (0000-0002-6314-1279, Chandrakasem Rajabhat University), Ruedee Kamonsawad (0000-0001-6354-5719, Bansomdejchaopraya Rajabhat University) |
| Year | 2023 |
| Pages | 1-18 |
| Publication date | 2023-02-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Interactive Learning Environments (JOURNAL) |
| Journal identifiers | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2023.2172588 |
| OpenAlex | W4319811298 |
| Language | EN |
| References cited | 75 |
A three-dimensional virtual world (henceforth, 3DVW) is a novel phenomenon with enormous potential as a virtual community for broadening meaningful life experiences. Previous 3DVW research, however, has not addressed the determinants that influence L2 students’ expectations. The primary goal of this study was to employ a combination of exploratory and confirmatory factor analysis (CFA) to identify significant factors impacting 3DVW in the next-normal L2 classrooms. Drawing on the empirical research, a countrywide sample of 1174 student teachers completed a 50-item questionnaire to investigate the essential features of 3DVW in relation to language learning and instruction. Half of the respondents were subjected to exploratory factor analysis (EFA), while the other half were retained for CFA. The findings of EFA indicated that a five-factor model of the 3DVW best explains the data: (1) target language practice, (2) collaboration, (3) authentic environment, (4) engagement, and (5) self-control. CFA was a good fit, bolstering the five-factor solution. Overall, the reliability and validity offered by these factors were satisfactory. The inherent limitations and future research directions are highlighted
Computer-assisted web interviewing · Confirmatory factor analysis · Developmental psychology · Exploratory factor analysis · Exploratory research · Massive open online course · Mathematics education · Pedagogy · Psychometrics · Sociology · Structural equation modeling · Applied Psychology · Computer Science · Innovative Teaching and Learning Methods · Mathematics · Online and Blended Learning · Psychology · Virtual Reality Applications and Impacts
Research Methods in Education
IBM SPSS Statistics 23 Step by Step
Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in Second Life
Is the CVI an acceptable indicator of content validity? Appraisal and recommendations
Best Practices in Exploratory Factor Analysis
Language Learner Engagement
An Index of Factorial Simplicity
The content validity index
Defining and developing autonomy in East Asian contexts
Enhancing 21st-century competencies via virtual reality digital content creation
Challenges and Prospects of Virtual Reality and Augmented Reality Utilization among Primary School Teachers
Encyclopedia of Multimedia Technology and Networking
Sex Differences in Video Game Play
The Demographics, Motivations, and Derived Experiences of Users of Massively Multi-User Online Graphical Environments
Learner perceptions and recall of small group discussions within 2D and 3D collaborative environments
Determinants of presence in 3D virtual worlds
Learning outcome, presence and satisfaction from a science activity in Second Life
Designing interaction tasks in Second Life for Chinese as a foreign language learners
Negotiated interaction in the L2 classroom
Comparative fit indexes in structural models
ReCall special issue
Presence, Explicated
| Citation velocity | historical |
|---|---|
| Highly cited | No |