Jul 2026· Journal of International Students· Vol 16, pp. 265-282· 0 citations· 22 references
TL;DR
The findings indicate that immersive VR is an effective and inclusive instructional approach for culturally situated learning among international students.
Abstract
This study investigated the effects of immersive virtual reality (IVR) on international students’ learning of Chinese cultural artifacts. A 2 × 2 true experimental factorial design was employed, with 146 international students from East Asian and Southeast Asian backgrounds recruited from a comprehensive university in China and randomly assigned to either an immersive VR or nonimmersive VR (NVR) condition. Learning achievement and self-efficacy were assessed using validated instruments. Two-way ANOVA revealed a significant main effect of learning mode on both achievement and self-efficacy, with higher scores in the IVR condition than in the NVR condition (p < .001). No significant main or interaction effects were observed for student regional background, indicating that the effects of IVR were consistent across groups. Overall, the findings indicate that immersive VR is an effective and inclusive instructional approach for culturally situated learning among international students.
Empirical evidence is provided for selecting appropriate VR modalities for hotel English instruction and a more explanatory framework is offered to narrow the gap between students’ conversational competence and the communicative demands of the hospitality industry.
Huan Meng, Mageswaran Sanmugam· International Journal of Inf...· 0 citations
Through a four-week quasi-experiment, this study explores the influence of virtual reality (VR) immersion teaching on college students' intercultural communicative competence (ICC). The study divided 120 sophomores into a VR group and a traditional teaching group. The results showed that the total score of ICC in the V...
Mei-Ru Yang· International Journal of Web...· 0 citations
It is demonstrated that instructional modality influences selected dimensions of the student learning experience while suggesting that the relationships proposed by the CAMIL framework may depend on implementation context and instructional design.
Nathanael Kloeppel, L. Bosman, Ilana Ram et al.· Applied Sciences· 3 citations
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.
Background This study investigated how immersion and interactivity influence university students’ technology acceptance in a virtual reality (VR)-based recycling in the education context. In this study, recycling education was not treated merely as a general form of environmental education, but as a specific action-ori...
This study addresses the challenge of providing scalable and immersive environments for spoken English training in foreign language education. To this end, we designed and implemented a virtual reality (VR)-based instructional system that integrates immersive scenarios, avatar-based interaction, and task-based learni...
Huifen. Chen, Mingnuan Yang· Frontiers in Education· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
