沉浸式虚拟现实:K-12教育中第二语言词汇获取的新方法
1Department of Educational Technology, School of Education and Behavioral Sciences, University of Northern Colorado, Greeley, CO 80639, USA.
Sensors (Basel, Switzerland)
|November 27, 2024
概括
沉浸式虚拟现实 (VR) 可以增强第二语言词汇的获取. 绩效预期和社会影响等关键因素推动了学生在课堂上采用VR,并促进了影响实际使用的条件.
科学领域:
- 教育技术的教育技术
- 应用语言学 应用语言学
- 人与计算机的交互
背景情况:
- 沉浸式虚拟现实 (IVR) 的采用在包括教育在内的各个领域都在增长.
- 了解影响技术采用因素对于有效实施至关重要.
- 在传统的教育环境中,第二语言 (L2) 词汇的获取存在持续的挑战.
研究的目的:
- 调查影响在课堂环境中采用和使用沉浸式VR用于L2词汇获取的因素.
- 应用技术接受和使用统一理论 (UTAUT) 模型,了解学生和教师对IVR的看法.
- 评估特定UTAUT构造对行为意图和使用行为的影响.
主要方法:
- 一项涉及32名中级L2学生及其老师的研究.
- 利用调查收集关于学生的看法和教师的观点的数据.
- 使用的部分最小平方结构方程建模 (PLS-SEM) 用于数据分析.
主要成果:
- 学生调查结果表明,绩效预期,努力预期和社会影响对使用IVR的意图产生了积极影响.
- 促进条件对IVR的实际使用行为产生了积极的影响,但行为意图没有.
- 教师的反强调了对IVR在L2词汇教学方面的潜力的积极看法.
结论:
- 沉浸式虚拟现实显示出作为一种有价值的工具来获得L2词汇的承诺.
- 教师和技术人员应该考虑将IVR游戏整合到教学策略中.
- 解决促进条件对于促进IVR在教育环境中的实际使用至关重要.
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