Anne Husted Henriksen, Marta Topor, Gustav Bøg Petersen, Rasmus Ahmt Rohde, Linn Damsgaard, Anne-Mette Veber Nielsen, Andreas Wulff-Abramsson, Guido Makransky, Jacob Wienecke
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Participants were randomly assigned to either: a Control group with regular classroom teaching, a VR group using body-phonemes with VR headsets and a Mirror group using body-phonemes without VR headsets. The children were evaluated on literacy skills before and after a 2-week intervention period.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>The study found significant improvements in letter-sound knowledge for both the VR and Mirror groups compared to the Control group. These findings suggest that embodied learning, whether using VR or not, can effectively enhance children's literacy skills. Practical and theoretical implications are discussed.</p>\n </section>\n \n <section>\n \n <h3> Trial Registration</h3>\n \n <p>ClinicalTrials.gov identifier: NCT04618822</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1000,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70090","citationCount":"0","resultStr":"{\"title\":\"Embodied Learning Using Virtual Reality and Mirrors Can Enhance Letter-Sound Knowledge in 6–7-Year-Old Children\",\"authors\":\"Anne Husted Henriksen, Marta Topor, Gustav Bøg Petersen, Rasmus Ahmt Rohde, Linn Damsgaard, Anne-Mette Veber Nielsen, Andreas Wulff-Abramsson, Guido Makransky, Jacob Wienecke\",\"doi\":\"10.1111/jcal.70090\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>The study was motivated by the need to enhance children's literacy skills through innovative teaching methods. 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Embodied Learning Using Virtual Reality and Mirrors Can Enhance Letter-Sound Knowledge in 6–7-Year-Old Children
Background
The study was motivated by the need to enhance children's literacy skills through innovative teaching methods. This research aims to address limitations in regular classroom teaching by exploring embodied learning and virtual reality (VR) as potential solutions.
Objectives
The primary aim of the study was to investigate the effects of embodied learning, with and without VR, on children's literacy skills.
Methods
A randomised controlled trial was conducted with 108 children aged 6–7 years. Participants were randomly assigned to either: a Control group with regular classroom teaching, a VR group using body-phonemes with VR headsets and a Mirror group using body-phonemes without VR headsets. The children were evaluated on literacy skills before and after a 2-week intervention period.
Results and Conclusions
The study found significant improvements in letter-sound knowledge for both the VR and Mirror groups compared to the Control group. These findings suggest that embodied learning, whether using VR or not, can effectively enhance children's literacy skills. Practical and theoretical implications are discussed.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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