The Spatial Influence on Vocabulary Acquisition in an Immersive Virtual Reality-Mediated Learning Environment

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2024-03-11 DOI:10.4018/ijcallt.339903

Baoxin Feng, Lee-Luan Ng

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引用次数: 0

Abstract

This study aims to investigate whether VR-assisted language learning facilitates EFL learners' vocabulary learning and memory retention. One hundred seventy-seven Chinese undergraduate EFL learners were divided into VRG (VR-assisted instruction group) and CIG (conventional instruction group). Participants in the VRG (n = 75) were provided with immersive VR devices, whereas the others (n = 102) learned in conventional classrooms with instructors. The results illustrate that the spatial design of virtual environments may be related to lexical memory performance. Target words that are placed in positions where they are interacted with more frequently tend to perform better in terms of being memorized. It also suggests that words corresponding to items placed between 60-180 cm of the ground are better retained. Subsequent interviews revealed that VR technology helps learners encode information based on spatial location. The VR technology's visual, aural, and textual stimulation also help learners subconsciously remember the vocabulary items.

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沉浸式虚拟现实学习环境对词汇习得的空间影响

本研究旨在探讨 VR 辅助语言学习是否有助于 EFL 学习者的词汇学习和记忆保持。177 名中国本科 EFL 学习者被分为 VRG（VR 辅助教学组）和 CIG（传统教学组）。VRG 组（75 人）的参与者配备了沉浸式 VR 设备，而其他参与者（102 人）则在传统教室中与教师一起学习。研究结果表明，虚拟环境的空间设计可能与词汇记忆成绩有关。目标单词如果被放置在与之互动更频繁的位置，其记忆效果往往会更好。研究还表明，与放置在距离地面 60-180 厘米之间的物品相对应的单词记忆效果更好。随后的访谈显示，VR 技术有助于学习者根据空间位置对信息进行编码。VR 技术的视觉、听觉和文字刺激也有助于学习者下意识地记住词汇项目。

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

International Journal of Computer-Assisted Language Learning and Teaching EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.00

自引率

14.30%

发文量

期刊介绍： The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research, theory, and conceptually-based papers that address the use and impact of and innovations in education technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, designs, discussion, and implementations of computer-assisted language learning. In addition to original research papers and submissions on theory and concept development and systematic reports of practice, this journal welcomes theory-based CALL-related book and software/application reviews.