scholarly journals A Systematic Review of AR and VR Enhanced Language Learning

2021 ◽  
Vol 13 (9) ◽  
pp. 4639
Author(s):  
Xinyi Huang ◽  
Di Zou ◽  
Gary Cheng ◽  
Haoran Xie
Keyword(s):  
Systematic Review ◽  
Language Learning ◽  
Learning Outcomes ◽  
Virtual Worlds ◽  
Learning Experience ◽  
Major Research ◽  
Main Approach ◽  
Learner Engagement ◽  
Learning Anxiety ◽  
Research Findings

This paper provided a systematic review of previous Augmented Reality (AR) and Virtual Reality (VR) studies on language learning. A total of 88 articles were selected and analyzed from five perspectives: their ways of integrating AR or VR tools in language learning; main users of AR and VR technologies; major research findings; why AR and VR tools are effective in promoting language learning; and the implications. It was found that (1) immersing learners into virtual worlds is the main approach to language learning in AR and VR studies; (2) university students were the main users of AR/VR technologies; (3) the major research findings concerning the benefits of AR and VR included improvement of students’ learning outcomes, enhancement of motivation, and positive perceptions towards using AR and VR; (4) AR and VR tools promoted language learning through providing immersive learning experience, enhancing motivation, creating interaction, and reducing learning anxiety; and (5) implications identified from previous research include the need of providing training for teachers, enlarging sample sizes, and exploring learner factors such as learner engagement and satisfaction.

Engagement in language learning: A systematic review of 20 years of research methods and definitions

2021 ◽  
pp. 136216882110012
Author(s):  
Phil Hiver ◽  
Ali H. Al-Hoorie ◽  
Joseph P. Vitta ◽  
Janice Wu
Keyword(s):  
Systematic Review ◽  
Qualitative Research ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Applied Linguistics ◽  
Inclusion Criteria ◽  
Learner Engagement ◽  
Quantitative And Qualitative Research ◽  
Active Learner

At the turn of the new millennium, in an article published in Language Teaching Research in 2000, Dörnyei and Kormos proposed that ‘active learner engagement is a key concern’ for all instructed language learning. Since then, language engagement research has increased exponentially. In this article, we present a systematic review of 20 years of language engagement research. To ensure robust coverage, we searched 21 major journals on second language acquisition (SLA) and applied linguistics and identified 112 reports satisfying our inclusion criteria. The results of our analysis of these reports highlighted the adoption of heterogeneous methods and conceptual frameworks in the language engagement literature, as well as indicating a need to refine the definitions and operationalizations of engagement in both quantitative and qualitative research. Based on these findings, we attempted to clarify some lingering ambiguity around fundamental definitions, and to more clearly delineate the scope and target of language engagement research. We also discuss future avenues to further advance understanding of the nature, mechanisms, and outcomes resulting from engagement in language learning.

scholarly journals Enhancing Reading Skill via ReadTheory.org: Students’ Attitudes, Motivation, Autonomy and Perceptions

2021 ◽  
Author(s):  
Fatmah Sewelem Alalwany
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Game Design ◽  
Reading Skills ◽  
Learning Experience ◽  
Learner Engagement ◽  
Design Elements ◽  
Reading Methods ◽  
Undergraduate University Students ◽  
Students Attitudes

Studies into the use of gamification, “the use of game design elements in non-game contexts” (Deterding et al, 2011, p9) for language learning, has found positive results on language development and enhancing learner engagement toward the learning process, but they have mostly focused on the effectiveness of gamification rather on learner’s attitudes, motivation, and autonomy toward the gamified language learning experience. This research presents the results for a study into the use of a gamified reading website, Readtheory.org, that incorporates the use of gamification elements of badges, knowledge points (KPs), levels, and feedback to enhance reading comprehension. Thus, this study examines 50 undergraduate university students’ attitudes, motivation, autonomy and perceptions toward enhancing their reading skills. The data were collected from students’ interviews and questionnaires at YELI in KSA. The findings showed that students’ attitudes are high toward the gamified platform and that the utilization of Readtheory motivates students to read independently using the website inside and outside the classroom. The main advantage of Read theory is it can be easily used anywhere-anytime, a better alternative to traditional reading methods and it can be adopted to enhance student’s reading comprehension.

scholarly journals What are the key themes associated with the positive learning experience in MOOCs? An empirical investigation of learners’ ratings and reviews

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Ruiqi Deng ◽  
Pierre Benckendorff
Keyword(s):  
Learning Outcomes ◽  
Positive Emotions ◽  
Empirical Investigation ◽  
Learning Experience ◽  
Discussion Boards ◽  
Digital Resources ◽  
Course Content ◽  
Video Lectures ◽  
Alternative Outcome ◽  
Research Findings

AbstractPast MOOC research has tended to focus on learning outcomes valued in traditional higher education settings, such as achievement and retention. This study recognises that student ratings are an important alternative outcome measure in MOOCs. This paper adopted a semiautomatic text mining approach to collect and analyse 8475 ratings and reviews submitted for 1794 MOOCs. The analysis revealed six important themes that contributed to positive ratings: ‘learning’, ‘understanding’, ‘interesting’, ‘videos’, ‘recommend’, and ‘questions’. The paper then investigated the characteristics of each identified theme based on the proximity of themes, distribution of concepts within themes, and important connections. Based on research findings, the paper presents the following propositions to assist educators and providers to enhance the learning experience in MOOCs: (1) provide realistic learning contexts and instructional conditions in MOOCs to facilitate the acquisition of knowledge that transfers more readily to real-world practices; (2) carefully design the instructional conditions so that some mental challenge and stimulation is required for learners to achieve a full understanding of the content, rather than making MOOCs too simple or effortless to complete; (3) design the course content, materials, and communications to generate interest; (4) allocate sufficient resources to create high-quality video lectures; (5) employ video lectures to elicit positive emotions from MOOC learners and simplify complex, difficult concepts; and (6) incorporate discussion boards in MOOCs and invest in human and digital resources to address learners’ queries.

Learning outcomes of immersive technologies in healthcare student education: A systematic review of the literature (Preprint)

2021 ◽  
Author(s):  
Grace Ryan ◽  
Shauna Callaghan ◽  
Anthony Rafferty ◽  
Mary Higgins ◽  
Eleni Mangina ◽  
...  
Keyword(s):  
Systematic Review ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Clinical Skills ◽  
Learning Experience ◽  
Traditional Learning ◽  
Learning Modalities ◽  
Immersive Technologies

BACKGROUND Immersive technologies are increasing in popularity as educational tools for teaching healthcare students. OBJECTIVE This review aimed to assess the effectiveness of immersive technologies compared to traditional learning modalities, with regard to knowledge and the participants learning experience in medical, midwifery and nursing pre-clinical university education. METHODS A systematic review was conducted according to the Cochrane Collaboration guidelines. Randomised control trials (RCTs) comparing traditional learning methods with virtual, augmented or mixed reality for education of medicine, nursing, or midwifery students were evaluated. Identified studies were screened by two authors independently. Disagreements were discussed with a third reviewer. The quality of evidence was assessed using the Medical Education Research Study Quality Instrument. A review protocol was registered with PROSPERO in April 2020. RESULTS Knowledge gain was found to be the equal when IT’s are compared to traditional learning modalities, however the learning experience was increased with IT. Twenty-nine RCTs were included and evaluated using the MERSQI tool. The mean MERSQI score was 12.64, the median was 12.50 and the mode was 13.50. IT was predominantly used to teach clinical skills (51%), and virtual reality (76%) was the most commonly used form of IT. Knowledge was the primary outcome in twenty-eight studies (97%). Nineteen studies (65%) used validated instruments and scales to assess secondary learning outcomes including satisfaction, self-efficacy, engagement and perceptions of the learning experience. Nineteen studies (65%) included medical students, eight (28%) included nursing students, and two (7%) included both medical and nursing students. There were no studies involving midwifery students. The studies were based on the following disciplines: anatomy, basic clinical skills and history taking skills, neurology, respiratory medicine, acute medicine, dermatology, communication skills, internal medicine and emergency medicine. CONCLUSIONS Virtual, augmented and mixed reality play an important role in the education of pre-clinical medical and nursing university students. When compared to traditional educational modalities, the learning gain is equal with immersive technologies. Learning outcomes such as student satisfaction, self-efficacy and engagement are all increased with the use of immersive technology, suggesting it is an optimum tool for education. CLINICALTRIAL Not applicable

scholarly journals The Implementation of Supportive Classroom Environment in VII-Grade Mathematics Learning

2021 ◽  
Vol 5 (1) ◽  
pp. 225
Author(s):  
Willy Abdul Ghany ◽  
Wahyudin Wahyudin
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Classroom Environment ◽  
Qualitative Method ◽  
Learning Experience ◽  
Mathematics Learning ◽  
Junior High Schools ◽  
Optimal Learning ◽  
Research Findings ◽  
Supportive Learning Environment

Mathematics is seen by some students as a subject which is not easy to learn. Thus, they need someone who can make mathematics easy, in this point, a teacher. Teachers as instructor are needed to be more innovative in developing instruction that can encourage students to get an ideal learning experience. Not just regarding approaches, teaching materials, and strategies, yet additionally needs to focus on the learning environment which promotes the learning process. One of the framework that offers learning which takes into a supportive learning environment is the Productive Pedagogies Framework. The purpose of this study is to look at the implementation of learning that utilized the Supportive Classroom Environment dimension of the Productive Pedagogies Framework. This study used qualitative method. There were 33 grade VII students (boys and girls) on average age of 13 years old from one of the Junior High Schools in Bandung participated in this study. The research findings revealed that (1) implementing Supportive Classroom Environment can further encourage students in upper group to achieve more optimal learning outcomes; (2) This learning can be said to encourage middle group students to get optimal learning outcomes; (3) This learning has not been able to encourage students in lower group. We concluded that implementing Supportive Classroom Environment can further encourage students in upper and middle groups.

scholarly journals A Hybrid Model of Experiential Learning within the Social Virtual World of Second Life

2019 ◽  
Vol 12 (2) ◽  
Author(s):  
K. Brant Knutzen
Keyword(s):  
Technology Acceptance ◽  
Learning Outcomes ◽  
Virtual Worlds ◽  
Social Constructivism ◽  
Virtual World ◽  
Structural Equation ◽  
Learning Experience ◽  
Equation Modeling ◽  
Future Research ◽  
Virtual Identity

This study examined how multi-user virtual worlds can enhance learning, by extending and refining a prior VR-based model to include two new constructs: virtual identity, and social constructivism. The fit of the model was analyzed using structural equation modeling (SEM), and the results supported both the extension and the hypothesized refined model. Findings: VR features were found to indirectly impact on the learning outcomes, mediated by the perception of usability and the learning experience. The learning experience was measured by seven individual psychological factors: presence, virtual identity, motivation, cognitive benefits, agentic learning, social constructivism, and reflective thinking. These factors mediated the learning outcomes, measured by the perception of learning effectiveness and satisfaction, and may have a range of implications for the instructional design of learning activities using the virtual world. This research blends a technology acceptance model with the technology-mediated learning perspective to advance the development of a hybrid theoretical framework as a basis for future research into enhanced learning within a social virtual world.

scholarly journals Language Education in Emergencies: A Systematic Review

2021 ◽  
Vol 7 (4) ◽  
pp. 183-197
Author(s):  
Athip Thumvichit ◽  
Savika Varaporn ◽  
Vorakorn Tuvachit
Keyword(s):  
Systematic Review ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Current Trend ◽  
Language Education ◽  
Emergency Setting ◽  
Challenges And Opportunities ◽  
Face To Face Instruction

In response to the Covid-19 pandemic, education systems around the globe suspended on-site classes and transitioned instruction to various remote environments, creating a distinctive context for teaching and learning. This systematic review brings together the available research in language education within the current emergency setting to examine the state of affairs, as well as the situation’s inherent challenges and opportunities for language learners and teachers. A total of 38 studies were collected to reflect the current trend, with 16 of these in-depth reviewed. Research focusing on learners was dominant. Most research was conducted at the tertiary level. The studies highlighted digital tools that are capable of engaging language learners in an interactive learning experience, though they are unable to replace face-to-face instruction. Outside-of-class support such as extra channels of communication, self-access language learning (SALL) materials, and advising in language learning (ALL) were all found to complement remote learning. It is recommended that teachers try to retain their teaching principles and put them into practice regardless of the abrupt transition. Teachers’ wellbeing can be promoted when teachers accept the changes and see them as opportunities.

scholarly journals Enhancing Reading Skill via ReadTheory.org: Students’ Attitudes, Motivation, Autonomy and Perceptions

2021 ◽  
pp. 1-81
Author(s):  
Fatmah Sewelem Alalwany
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Game Design ◽  
Reading Skills ◽  
Learning Experience ◽  
Learner Engagement ◽  
Design Elements ◽  
Reading Methods ◽  
Undergraduate University Students ◽  
Students Attitudes

Studies into the use of gamification, “the use of game design elements in non-game contexts” (Deterding et al, 2011, p9) for language learning, has found positive results on language development and enhancing learner engagement toward the learning process, but they have mostly focused on the effectiveness of gamification rather on learner’s attitudes, motivation, and autonomy toward the gamified language learning experience. This research presents the results for a study into the use of a gamified reading website, Readtheory.org, that incorporates the use of gamification elements of badges, knowledge points (KPs), levels, and feedback to enhance reading comprehension. Thus, this study examines 50 undergraduate university students’ attitudes, motivation, autonomy and perceptions toward enhancing their reading skills. The data were collected from students’ interviews and questionnaires at YELI in KSA. The findings showed that students’ attitudes are high toward the gamified platform and that the utilization of Readtheory motivates students to read independently using the website inside and outside the classroom. The main advantage of Read theory is it can be easily used anywhere-anytime, a better alternative to traditional reading methods and it can be adopted to enhance student’s reading comprehension.

scholarly journals STUDENT’S EXPERIENCE OF E-LEARNING, LEARNING PROCESS AND PERCEIVED LEARNING OUTCOMES IN ECONOMIC MATH COURSE

2019 ◽  
Vol 3 (2) ◽  
pp. 67-71
Author(s):  
Yunia Mulyani Azis ◽  
Henny Suharyati ◽  
Sussy Susanti
Keyword(s):  
Learning Outcomes ◽  
Undergraduate Students ◽  
Learning Process ◽  
Indirect Effect ◽  
Learning Experience ◽  
Student Learning Outcomes ◽  
Perceived Learning ◽  
E Learning ◽  
Research Findings ◽  
Economics Courses

This paper reveals research findings about the effect of E-learning experiences on student learning outcomes felt for Mathematics Economics courses. This study examines perceived learning outcomes in terms of effectiveness, number and productivity of learning in the context of E-learning. The participants were undergraduate students at the School of Economis EKUITAS. The results are interpreted using quantitative and verification research approaches. The results show that the E-learning experience of students is significantly correlated with learning process, and have indirect effect on perceived learning outcomes. This study uses a learning model developed by Biggs and Moore. Specific recommendations for practitioners are also given, and their implications for educators are discussed. Finally, suggestions for further research on E-learning are provided.

scholarly journals Postgraduate Students’ Perception of Massive Open Online Courses (MOOCs) in Enhancing their Learning Experience

2019 ◽  
Vol 7 (4) ◽  
pp. 101
Author(s):  
Faizah Abd Majid ◽  
Rafidah Kamarudin ◽  
Ainul Azmin Mohd Zamin
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Learning Outcomes ◽  
Online Courses ◽  
Learning Experience ◽  
Past Research ◽  
Massive Open Online Courses ◽  
Postgraduate Students ◽  
Learning And Teaching ◽  
Research Findings

MOOCs first became a phenomenon in the higher education landscape in 2008. Ever since, various researches have been conducted to explore the potential of MOOCs as an alternative in the learning and teaching process, and the way forward in delivering the courses effectively. Despite the growing interest in MOOCs applicability in higher education, very little is known about how postgraduate students perceive the use of MOOCs in their programme. Postgraduate students are synonymous with the concept of adult learners. One of the characteristics of adult learners is their motivation, which is driven by intrinsic and instrumental factors. As past research have concentrated on the undergraduates, this paper uncovers the postgraduates’ perceptions of MOOCs. A total of 51 respondents took part in a survey conducted in one of the Malaysian public universities. Quantitative data yielded findings similar to past research findings. However, what is new is the need for MOOC providers to cater to the needs of the postgraduate students who are adult learners particularly in determining the following; MOOCs’ attributes, learning process and learning outcomes. It is expected that the postgraduate students, their educators and the MOOC developers would find the findings helpful.

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