A Systematic Review of Research on Immersive Technology-Enhanced Writing Education: The Current State and a Research Agenda

IF 2.9 3区教育学 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

IEEE Transactions on Learning Technologies Pub Date : 2023-12-12 DOI:10.1109/TLT.2023.3341420

Yuting Chen;Ming Li;Changqin Huang;Mutlu Cukurova;Qing Ma

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Abstract

Immersive technology has received extensive attention in both L1 and L2 writing education. Its unique capabilities to offer virtual experiences alongside real-world experiences can create authentic learning environments that support students' experiential learning and enable the observation of events beyond the confines of traditional classrooms. However, there has been a lack of systematic analysis of recent publications in this area. To address this gap and improve the research and practice of writing education, a systematic review was conducted to examine the literature on immersive technology in writing education (ITWE). In this review, 37 articles (30 SSCI-indexed papers from the Web of Science database and seven additional articles from a meticulous forward–backward scan of the references of these studies) were analyzed. The analysis focused on theoretical foundations, participants, types of adopted immersive technology, methods, and research findings. Our review shows that although most studies revealed positive outcomes, a significant number lacked a solid theoretical foundation to interpret the findings in many ITWE studies. Moreover, there is a pressing need for further research on ITWE in middle schools, especially within the realm of English as a foreign language courses. In addition, the review identified some potential negative effects of ITWE, which were often attributed to poorly designed instructional activities. It was observed that conventional research methods like questionnaire surveys and interviews, were commonly used in ITWE. However, the potential benefits of emerging areas like learning analytics and AI in education (e.g., logged actions, facial emotion detection, electroencephalogram (EEG) analysis were rarely used. The article is concluded with the current research evidence on emerging directions and opportunities for future trends in empowering writing education with immersive technology.

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关于沉浸式技术强化写作教育研究的系统回顾：现状与研究议程

沉浸式技术在第一语言和第二语言写作教育中都受到广泛关注。身临其境技术具有提供虚拟体验和真实世界体验的独特功能，可以创造真实的学习环境，支持学生的体验式学习，并能够观察传统课堂之外的事件。然而，对这一领域近期发表的文章缺乏系统分析。为了弥补这一不足，改进写作教育的研究和实践，我们对写作教育中的沉浸式技术（ITWE）的文献进行了系统的回顾。在这次综述中，共分析了 37 篇文章（30 篇来自科学网数据库的 SSCI 索引论文，另外 7 篇来自对这些研究的参考文献进行的细致的前向扫描）。分析的重点是理论基础、参与者、采用的沉浸式技术类型、方法和研究结果。我们的审查结果表明，尽管大多数研究都揭示了积极的成果，但相当多的研究缺乏坚实的理论基础来解释许多 ITWE 研究的结果。此外，迫切需要进一步研究中学的 ITWE，特别是在英语作为外语课程的领域。此外，审查还发现了 ITWE 的一些潜在负面影响，这些影响往往归因于教学活动设计不当。据观察，传统的研究方法，如问卷调查和访谈，通常被用于 ITWE。然而，新兴领域如学习分析和人工智能在教育中的潜在优势（如行动记录、面部情绪检测、脑电图（EEG）分析）却很少被使用。文章最后提供了当前的研究证据，说明了利用沉浸式技术增强写作教育能力的新兴方向和未来趋势的机遇。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

IEEE Transactions on Learning Technologies COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-

CiteScore

7.50

自引率

5.40%

发文量

审稿时长

>12 weeks

期刊介绍： The IEEE Transactions on Learning Technologies covers all advances in learning technologies and their applications, including but not limited to the following topics: innovative online learning systems; intelligent tutors; educational games; simulation systems for education and training; collaborative learning tools; learning with mobile devices; wearable devices and interfaces for learning; personalized and adaptive learning systems; tools for formative and summative assessment; tools for learning analytics and educational data mining; ontologies for learning systems; standards and web services that support learning; authoring tools for learning materials; computer support for peer tutoring; learning via computer-mediated inquiry, field, and lab work; social learning techniques; social networks and infrastructures for learning and knowledge sharing; and creation and management of learning objects.