{"title":"基于数字虚拟现实游戏的语言学习对英语学习者词汇、文化知识和情感态度发展的影响","authors":"Seunghee Jin","doi":"10.16875/stem.2021.22.3.78","DOIUrl":null,"url":null,"abstract":"The current study investigated the effects of using a 3D virtual reality (VR) game on university EFL students’ development of vocabulary and cultural knowledge. In addition, it explored how this new approach affected the students’ affective attitudes such as interest, confidence, and learning motivation. Furthermore, it examined the students’ perception and attitude toward VR game-based language learning. Over one semester, an experimental group of 25 students participated in the VR game-based language learning, while a control group of 24 students followed the regular curriculum of the university EFL course. To collect data, 1) pre- and post-tests for both vocabulary and cultural knowledge, 2) a pre- and post-questionnaire for affective attitudes, 3) an online survey for students’ perceptions and attitudes, and 4) a qualitative interview were administered. The results revealed that the VR game-based language learning group outperformed the traditional learning group in both vocabulary and cultural knowledge gains. In addition, VR game instruction was effective in increasing students’ interest, confidence, and learning motivation. Furthermore, the students reported overall positive perceptions and attitudes toward this new kind of instruction. This study suggested that VR game-based language learning is a new, effective way to promote students’ vocabulary and cultural knowledge.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"20 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":"{\"title\":\"The Effects of Digital Virtual Reality Game-Based Language Learning on English Language Learners’ Development of Vocabulary and Cultural Knowledge and Affective Attitudes\",\"authors\":\"Seunghee Jin\",\"doi\":\"10.16875/stem.2021.22.3.78\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The current study investigated the effects of using a 3D virtual reality (VR) game on university EFL students’ development of vocabulary and cultural knowledge. In addition, it explored how this new approach affected the students’ affective attitudes such as interest, confidence, and learning motivation. Furthermore, it examined the students’ perception and attitude toward VR game-based language learning. Over one semester, an experimental group of 25 students participated in the VR game-based language learning, while a control group of 24 students followed the regular curriculum of the university EFL course. To collect data, 1) pre- and post-tests for both vocabulary and cultural knowledge, 2) a pre- and post-questionnaire for affective attitudes, 3) an online survey for students’ perceptions and attitudes, and 4) a qualitative interview were administered. The results revealed that the VR game-based language learning group outperformed the traditional learning group in both vocabulary and cultural knowledge gains. In addition, VR game instruction was effective in increasing students’ interest, confidence, and learning motivation. Furthermore, the students reported overall positive perceptions and attitudes toward this new kind of instruction. This study suggested that VR game-based language learning is a new, effective way to promote students’ vocabulary and cultural knowledge.\",\"PeriodicalId\":38955,\"journal\":{\"name\":\"Open Stem Cell Journal\",\"volume\":\"20 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-08-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Open Stem Cell Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.16875/stem.2021.22.3.78\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"Biochemistry, Genetics and Molecular Biology\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Open Stem Cell Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.16875/stem.2021.22.3.78","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Biochemistry, Genetics and Molecular Biology","Score":null,"Total":0}
The Effects of Digital Virtual Reality Game-Based Language Learning on English Language Learners’ Development of Vocabulary and Cultural Knowledge and Affective Attitudes
The current study investigated the effects of using a 3D virtual reality (VR) game on university EFL students’ development of vocabulary and cultural knowledge. In addition, it explored how this new approach affected the students’ affective attitudes such as interest, confidence, and learning motivation. Furthermore, it examined the students’ perception and attitude toward VR game-based language learning. Over one semester, an experimental group of 25 students participated in the VR game-based language learning, while a control group of 24 students followed the regular curriculum of the university EFL course. To collect data, 1) pre- and post-tests for both vocabulary and cultural knowledge, 2) a pre- and post-questionnaire for affective attitudes, 3) an online survey for students’ perceptions and attitudes, and 4) a qualitative interview were administered. The results revealed that the VR game-based language learning group outperformed the traditional learning group in both vocabulary and cultural knowledge gains. In addition, VR game instruction was effective in increasing students’ interest, confidence, and learning motivation. Furthermore, the students reported overall positive perceptions and attitudes toward this new kind of instruction. This study suggested that VR game-based language learning is a new, effective way to promote students’ vocabulary and cultural knowledge.