Immersive language learning: Students’ perceptions of a virtual reality-embedded station rotation model for Chinese as a foreign language
TL;DR
The perceptions of intermediate-level Chinese as a foreign language (CFL) students toward a VR-embedded station rotation learning model are explored, revealing seven themes: five positive—VR technology, vividness, practice, personalization, and receiving help—and two negative—challenging tasks and technology use.
Abstract
Virtual reality (VR) has become an increasingly valuable tool for learning because it can transform abstract ideas into concrete, meaningful concepts. However, students’ perceptions of this emerging approach are crucial for developing an effective VR-based teaching model. This study aimed to explore the perceptions of intermediate-level Chinese as a foreign language (CFL) students toward a VR-embedded station rotation learning model. A qualitative case study design was employed, using focus group interviews and open-ended questionnaires with 30 intermediate-level CFL students from a college in China who participated in the VR-embedded station rotation model for one semester. Data were collected at mid-semester and at the end of the semester. The findings revealed seven themes: five positive—VR technology, vividness, practice, personalization, and receiving help—and two negative—challenging tasks and technology use. Students appreciated the immersive VR experiences, interactive activities, and personalized feedback, but also encountered difficulties with task complexity and technical issues.