外部视频中的教学代理定位提高了桌面虚拟现实环境下英语学术演讲的熟练程度

IF 8.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Xiaofei Li, Yu-Ju Lan, Zhongling Pi, Grace Yue Qi, Scott Grant, Jinmei Sun
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引用次数: 0

摘要

英语学术演讲(EAP)是大学生学术交流中不可缺少的技能。随着桌面虚拟现实技术(DVR)的迅速发展,其在语言学习中的应用值得探索。本研究旨在探讨使用视频内教学代理(in-video pedagogical agent, PA)或视频外教学代理(in-video pedagogical agent, PA)学习DVR是否对学生的EAP有改善和差异。采用受试者间实验设计,根据PA是在DVR内嵌的讲座视频内还是外,将64名学生随机分配到两组条件之一。对参与者的EAP表现、注意力分配和行为模式进行测量和分析。根据假设,t检验、重复方差分析和滞后序列分析表明,使用视频外PA学习的参与者比使用视频内PA学习的参与者表现出更好的学习成绩,对内容的注意力分配更少,行为模式更频繁。总的来说,我们的研究结果表明,在视频讲座的VR教育环境中,教师应该考虑使用视频外的PA来增加他们的社交存在,改善学生的学习体验。关于这个话题,我们已经知道EAP是大学生学术交流不可或缺的一套技能。PA是视频教学中一种有效的促进学习的社交线索。虚拟现实在语言学习中得到了广泛的应用。本文所增加的内容揭示了PA定位与学习者EAP表现之间的关系,加深了对DVR学习环境下视频讲座中PA定位的理解。对DVR场景下视频学习过程中的自然眼动轨迹和实验条件下的EAP数据进行实证分析。使用视频外PA学习的学生比使用视频内PA学习的学生表现出更好的学习成绩,对内容的注意力分配更少,行为模式更频繁。我们鼓励设计师使用DVR和非视频PA来增强学生的社交存在感和学习体验。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Pedagogical agent positioning in external videos improves English academic presentation proficiency in desktop virtual reality settings

Pedagogical agent positioning in external videos improves English academic presentation proficiency in desktop virtual reality settings

Pedagogical agent positioning in external videos improves English academic presentation proficiency in desktop virtual reality settings

English academic presentation (EAP) is an indispensable skill set of academic communication for university students. With the rapid development of desktop virtual reality (DVR), its application in language learning is worth exploring. The present study aimed to examine whether there is an improvement and difference in students' EAP by learning from the DVR with an in-video pedagogical agent (PA) or an out-of-video PA. Adopting a between-subject experimental design, a total of 64 students were randomly assigned to one of two group conditions depending on whether the PA was inside or outside the lecture video embedded in DVR. Participants' EAP performance, attention allocation and behavioural patterns were measured and analysed. As hypothesized, t-tests, repeated ANOVA and lag sequence analysis showed that the participants who learned from the DVR with an out-of-video PA showed better learning performance, less attention allocation on content and more frequent behavioural patterns than those with an in-video PA. Overall, our findings suggest that in a VR educational environment of video lectures, instructors should consider using an out-of-video PA to increase their social presence and improve students' learning experience.

Practitioner notes

What is already known about this topic

  • EAP is an indispensable skill set of academic communication for university students.
  • PA is an effective social cue in video lectures to promote learning.
  • VR has been widely applied in language learning.

What this paper adds

  • Reveals the relationship between the PA's positioning and the learners' EAP performance and deepens the understanding of the PA's positioning in video lectures of a DVR learning environment.
  • Provides empirical analysis of natural eye-tracking during the video learning in DVR scene and EAP data during the experimental condition.
  • Students who learned from the DVR with an out-of-video PA showed better learning performance, less attention allocation on content and more frequent behavioural patterns than those with an in-video PA.

Implications for practice and/or policy

  • Designers are encouraged to use DVR with an out-of-video PA to enhance students' social presence and learning experience.
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来源期刊
British Journal of Educational Technology
British Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
15.60
自引率
4.50%
发文量
111
期刊介绍: BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA). It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.
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