中学生在英语学习中接受虚拟现实技术:课堂气氛和语言学习焦虑的作用

IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Siu Shing Man, Yizhen Fang, Alan Hoi Shou Chan, Jiayan Han
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引用次数: 0

摘要

随着信息技术的不断发展和教育的进步,虚拟现实(VR)技术被越来越多地应用于加强学生的英语学习,以提高学习效率和成绩。本研究引入了一个虚拟现实技术接受模型(TAM)来满足这些要求。所提出的模型强调语言学习焦虑(LLA)是一个关键因素,并通过四个课堂氛围建构来划分中学生对 VR 技术的接受程度:尊重观点(RV)、促进相互尊重(PMR)、教师的学术支持(AS)和促进互动(PI)。本研究使用调查问卷对 512 名中学生进行了调查。利用结构方程模型对收集到的数据进行了仔细分析,以评估假设模型。这项研究验证了 TAM 适用于阐明 VR 技术在英语学习中的接受程度。感知易用性(PEOU)对感知有用性(PU)有积极影响。PU和PEOU对中学生使用VR的态度有积极影响。在四个课堂氛围维度中,AS 和 PMR 对中学生的 LLA 有显著的负面影响,而 PI 和 RV 对 LLA 没有显著影响。使用 VR 的态度和 PU 对学生使用 VR 的意愿有积极影响。研究提出了切实可行的建议,以增强中学生使用 VR 技术的倾向,提高他们学习英语的效率和成绩。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

VR technology acceptance for English learning amongst secondary school students: role of classroom climate and language learning anxiety

VR technology acceptance for English learning amongst secondary school students: role of classroom climate and language learning anxiety

With the continuous evolution of information technology shaping advancements in education, virtual reality (VR) technology has been increasingly applied to enhance English learning amongst students, aiming to boost learning efficiency and performance. This study introduced a VR technology acceptance model (TAM) to fulfil these requirements. The proposed model highlighted language learning anxiety (LLA) as a critical factor and delineated secondary school students’ acceptance of VR technology through four classroom climate constructs: respecting viewpoints (RV), promoting mutual respect (PMR), academic support from teachers (AS) and promoting interaction (PI). The current study surveyed 512 secondary school students using a questionnaire. Data gathered were scrutinised utilising structural equation modelling for the assessment of the hypothetical model. This research validated the suitability of TAM in elucidating the acceptance of VR technology for English learning. Perceived ease of use (PEOU) positively influenced perceived usefulness (PU). PU and PEOU positively influenced secondary school students’ attitudes towards using VR. Amongst the four classroom climate dimensions, AS and PMR significantly negatively affected secondary school students’ LLA, whereas PI and RV had no significant effect on LLA. Attitudes towards using VR and PU positively influenced students’ willingness to use VR. Practical recommendations were provided to enhance secondary school students’ inclination towards utilising VR technology to enhance their efficiency and performance in learning English.

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来源期刊
Education and Information Technologies
Education and Information Technologies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.00
自引率
12.70%
发文量
610
期刊介绍: The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments. The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts.  The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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