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Exploring the applicability of virtual reality- enhanced education on extrovert and introvert EFL learners’ paragraph writing
During the past decade, Virtual reality (VR)-enhanced education has been adopted as a pedagogically new learning approach to smooth the learning progress. With the rise of VR-enhanced activities, investigating the effect of personality types of EFL learners on their writing performance to use VR-bas...
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Springer International Publishing
2022
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9177226/ https://www.ncbi.nlm.nih.gov/pubmed/35698460 http://dx.doi.org/10.1186/s41239-022-00334-w |
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author | Khodabandeh, Farzaneh |
author_facet | Khodabandeh, Farzaneh |
author_sort | Khodabandeh, Farzaneh |
collection | PubMed |
description | During the past decade, Virtual reality (VR)-enhanced education has been adopted as a pedagogically new learning approach to smooth the learning progress. With the rise of VR-enhanced activities, investigating the effect of personality types of EFL learners on their writing performance to use VR-based instruction for learning may be a crucial factor influencing their achievement. This study was an attempt to research the impact of VR- enhanced classes on paragraph writing of extrovert and introvert English foreign language (EFL) Learners. To achieve the purpose of the study, first, the Preliminary English Test (PET) was administered for ensuring the homogeneity of the sample. Once the homogeneity was established, a total of 52 EFL intermediate students were selected and placed into two comparative and two control groups, with 13 participants in each group. Four groups took part in the study, with two groups undergoing treatment with the non-VR teaching approach of paragraph writing and two groups undergoing treatment of VR-enhanced education. Among these four groups, two consisted of introverts and two extroverts that were identified through Eysenck Personality Inventory. The two comparative groups received 12 sessions of VR-enhanced education in online classes (instead of drawing pictures and sharing them within their group, they watched the process activities in the VR environment.), but the control group received learning writing paragraphs through using instructor’s instructional materials. After 6-weeks of treatment sessions, all participants of the study took the post-test. According to the results, the VR-enhanced education was more effective than the non-VR teaching approach in developing paragraph writing of both introverts and extroverts. Moreover, the results of the research showed no significant differences between the performance of the introverts and extroverts, meaning that both had the same performance. The results of this study may pave the way for teachers to use VR-based technology in online and traditional classes without worrying about how learners with different personality traits respond. |
format | Online Article Text |
id | pubmed-9177226 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Springer International Publishing |
record_format | MEDLINE/PubMed |
spelling | pubmed-91772262022-06-09 Exploring the applicability of virtual reality- enhanced education on extrovert and introvert EFL learners’ paragraph writing Khodabandeh, Farzaneh Int J Educ Technol High Educ Research Article During the past decade, Virtual reality (VR)-enhanced education has been adopted as a pedagogically new learning approach to smooth the learning progress. With the rise of VR-enhanced activities, investigating the effect of personality types of EFL learners on their writing performance to use VR-based instruction for learning may be a crucial factor influencing their achievement. This study was an attempt to research the impact of VR- enhanced classes on paragraph writing of extrovert and introvert English foreign language (EFL) Learners. To achieve the purpose of the study, first, the Preliminary English Test (PET) was administered for ensuring the homogeneity of the sample. Once the homogeneity was established, a total of 52 EFL intermediate students were selected and placed into two comparative and two control groups, with 13 participants in each group. Four groups took part in the study, with two groups undergoing treatment with the non-VR teaching approach of paragraph writing and two groups undergoing treatment of VR-enhanced education. Among these four groups, two consisted of introverts and two extroverts that were identified through Eysenck Personality Inventory. The two comparative groups received 12 sessions of VR-enhanced education in online classes (instead of drawing pictures and sharing them within their group, they watched the process activities in the VR environment.), but the control group received learning writing paragraphs through using instructor’s instructional materials. After 6-weeks of treatment sessions, all participants of the study took the post-test. According to the results, the VR-enhanced education was more effective than the non-VR teaching approach in developing paragraph writing of both introverts and extroverts. Moreover, the results of the research showed no significant differences between the performance of the introverts and extroverts, meaning that both had the same performance. The results of this study may pave the way for teachers to use VR-based technology in online and traditional classes without worrying about how learners with different personality traits respond. Springer International Publishing 2022-06-09 2022 /pmc/articles/PMC9177226/ /pubmed/35698460 http://dx.doi.org/10.1186/s41239-022-00334-w Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Research Article Khodabandeh, Farzaneh Exploring the applicability of virtual reality- enhanced education on extrovert and introvert EFL learners’ paragraph writing |
title | Exploring the applicability of virtual reality- enhanced education on extrovert and introvert EFL learners’ paragraph writing |
title_full | Exploring the applicability of virtual reality- enhanced education on extrovert and introvert EFL learners’ paragraph writing |
title_fullStr | Exploring the applicability of virtual reality- enhanced education on extrovert and introvert EFL learners’ paragraph writing |
title_full_unstemmed | Exploring the applicability of virtual reality- enhanced education on extrovert and introvert EFL learners’ paragraph writing |
title_short | Exploring the applicability of virtual reality- enhanced education on extrovert and introvert EFL learners’ paragraph writing |
title_sort | exploring the applicability of virtual reality- enhanced education on extrovert and introvert efl learners’ paragraph writing |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9177226/ https://www.ncbi.nlm.nih.gov/pubmed/35698460 http://dx.doi.org/10.1186/s41239-022-00334-w |
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