Expanding Horizons: Fostering Creativity and Curiosity through Spherical Video‐Based Virtual Reality in Project‐Based Language Learning

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Tesol Quarterly Pub Date : 2024-05-13 DOI:10.1002/tesq.3333

Chung Sun Joo, Choi Lee Jin

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引用次数: 0

Abstract

The aim of this study is to explore how the creation of spherical video‐based virtual reality (SVVR) influences students' creativity and curiosity in project‐based language learning (PBLL). Technology is widely used in various instructional contexts, and due to increasing interest in VR technologies, the current study investigated how SVVR technology in PBLL might influence students' self‐assessment of creativity and curiosity. Twenty‐seven students participated in an SVVR‐enhanced PBL course and were asked to complete two questionnaires on creativity and curiosity. Data from students' reflective journals and teacher notes were also analyzed to investigate implementations for using SVVR in language learning. The findings showed that students' self‐assessment of their levels of creativity and curiosity demonstrated statistically significant development. The findings from qualitative data analysis identified English language competence as a factor that could have influenced students' performance during the course. The findings support the potential for SVVR in PBLL for motivating students to embrace new ideas and perspectives while participating in authentic problem‐solving activities.

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拓展视野：通过球形视频虚拟现实技术在项目式语言学习中培养创造力和好奇心

本研究旨在探讨在基于项目的语言学习（PBLL）中，球形视频虚拟现实（SVVR）的创建如何影响学生的创造力和好奇心。技术被广泛应用于各种教学情境中，由于人们对虚拟现实技术的兴趣与日俱增，本研究调查了 SVVR 技术在 PBLL 中如何影响学生对创造力和好奇心的自我评估。27 名学生参加了 SVVR 增强型 PBL 课程，并被要求填写两份关于创造力和好奇心的问卷。此外，还对学生的反思日记和教师笔记中的数据进行了分析，以调查在语言学习中使用 SVVR 的实施情况。研究结果表明，学生对其创造力和好奇心水平的自我评估在统计学上有显著发展。定性数据分析结果表明，英语语言能力是影响学生在课程中表现的一个因素。研究结果表明，SVVR 在 PBLL 中具有激发学生在参与真实问题解决活动时接受新思想和新观点的潜力。

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

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.