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題名 虛擬實境中的圖像真實度對英語學習者的影響之研究
Exploring Impacts of Graphical Realism in Immersive Virtual Reality Platforms on EFL Learners
作者 劉庭立
Liou, Ting-Li
貢獻者 林日璇
Lin, Jih-Hsuan
劉庭立
Liou, Ting-Li
關鍵詞 圖像真實度
英語學習
空間臨場感
投入度
虛擬實境
Graphical realism
English learning
Spatial presence
Engagement
Virtual reality
日期 2024
上傳時間 1-Jul-2024 12:26:49 (UTC+8)
摘要 本研究旨在探討虛擬實境中的圖像真實度對英語學習者在空間臨場感 (spatial presence)以及學習投入(engagement)上的影響，以及虛擬實境對英語口說 帶來的學習成效。 本研究以 60 名台灣國中生為實驗對象，並將其分為兩組，各自進行以 Mondly VR 和 ImmerseMe 兩款具有不同圖像真實度的虛擬實境遊戲為主的實驗設計。除 了分析參與者在這兩款遊戲中的空間臨場感以及投入度以外，此研究也採用具有 較豐富故事情節與清晰畫面的 Mondly VR 作為學習媒介，探討個體在多次使用 虛擬實境學習英語口說之後的進度程度。 研究結果發現，參與者在具有較低圖像真實度的遊戲中展現出較高的空間臨 場感，學習的投入程度則幾乎相同。另外，研究也發現空間臨場感以及投入度之 間擁有正相關性。最後，在利用虛擬實境進行反覆的英語口說訓練之後，學生在 發音、流暢度和連貫性上都獲得了顯著的進步。 本研究的結果提供了關於開發虛擬實境作為語言學習媒介的重要見解，有助 於幫助英語學習者找到更有效的學習方式。此外，因應 2030 年雙語政策致力於 改善數位學習工具，這項研究成果也提供對此計畫具有價值的貢獻。
This study aims to examine the impact of graphical realism on language learning VR games, focusing on investigating EFL learners’ perception of spatial presence and learning engagement while practicing English speaking with virtual characters. Sixty junior high school students in Taiwan were recruited and divided into two groups. The groups were assigned two highly discussed VR games that have different levels of graphical realism, Mondly VR and ImmerseMe, respectively. The study also selected Mondly VR, which features more substantial storylines and better image resolution, to test the participants’ speaking learning outcomes after repeated VR exposure. The results reveal a higher sense of spatial presence in the VR game that has lower graphical realism. The engagement values were almost the same, and there was a positive correlation between spatial presence and engagement. Finally, the participants showed great progress in pronunciation, fluency, and coherence after the multiple VR training sessions. The research findings provide crucial insights into the development of VR language learning tools to help EFL students learn English more efficiently. The contribution is also valuable to Taiwan's Bilingual 2030 Policy as it helps improve digital learning tools, which is one of the key objectives of the policy.
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Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in human behavior, 54, 170-179. Hartfill, J., Gabel, J., Neves-Coelho, D., Vogel, D., Räthel, F., Tiede, S., Ariza, O., & Steinicke, F. (2020). Word saber: An effective and fun VR vocabulary learning game. Proceedings of the Conference on Mensch und Computer, Hartmann, T., Wirth, W., Schramm, H., Klimmt, C., Vorderer, P., Gysbers, A., Böcking, S., Ravaja, N., Laarni, J., Saari, T., Gouveia, F., & Maria Sacau, A. (2015, 2016/01/01). The Spatial Presence Experience Scale (SPES). Journal of Media Psychology, 28(1), 1-15. https://doi.org/10.1027/1864-1105/a000137 Hassani, K., Nahvi, A., & Ahmadi, A. (2016, 2016/01/02). Design and implementation of an intelligent virtual environment for improving speaking and listening skills. Interactive Learning Environments, 24(1), 252-271. https://doi.org/10.1080/10494820.2013.846265 Honna, N., & Takeshita, Y. (2014). English as an International Language and Three Challenging Issues in English Language Teaching in Japan. In R. Marlina & R. A. Giri (Eds.), The Pedagogy of English as an International Language: Perspectives from Scholars, Teachers, and Students (pp. 65-77). Springer International Publishing. https://doi.org/10.1007/978-3-319-06127-6_5 Huang, H.-M., & Liaw, S. (2018). An Analysis of Learners Intentions Toward Virtual Reality Learning Based on Constructivist and Technology Acceptance Approaches. The International Review of Research in Open and Distributed Learning, 19, 91-115. IJsselsteijn, W. A., De Ridder, H., Freeman, J., & Avons, S. E. (2000). Presence: concept, determinants, and measurement. Human vision and electronic imaging V, Ivory, J. D., & Kalyanaraman, S. (2007). The effects of technological advancement and violent content in video games on players’ feelings of presence, involvement, physiological arousal, and aggression. Journal of Communication, 57(3), 532-555. Jonassen, D. (2009). Technology as Cognitive Tools: Learners as Designers. Kanselaar, G. (2002). Constructivism and socio-constructivism. Kaplan-Rakowski, R., & Wojdynski, T. (2018). Students’ attitudes toward high-immersion virtual reality assisted language learning. Future-Proof CALL: language learning as exploration and encounters–short Papers from EUROCALL, 2018, 124-129. Krashen, S. (1981). Second language acquisition. Second Language Learning, 3(7), 19-39. Kwon, J. H., Powell, J., & Chalmers, A. (2013, 2013/10/01/). How level of realism influences anxiety in virtual reality environments for a job interview. International Journal of Human-Computer Studies, 71(10), 978-987. https://doi.org/https://doi.org/10.1016/j.ijhcs.2013.07.003 Laarni, J., Ravaja, N., Saari, T., Böcking, S., Hartmann, T., & Schramm, H. (2015). Ways to measure spatial presence: Review and future directions. Immersed in media: Telepresence theory, measurement & technology, 139-185. Lan, Y.-J. (2014). Does Second Life improve Mandarin learning by overseas Chinese students? Language Learning & Technology, 18(2), 36-56. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press. Legault, J., Zhao, J., Chi, Y.-A., Chen, W., Klippel, A., & Li, P. (2019). Immersive virtual reality as an effective tool for second language vocabulary learning. Languages, 4(1), 13. Lessiter, J., Freeman, J., Keogh, E., & Davidoff, J. (2001). A cross-media presence questionnaire: The ITC-Sense of Presence Inventory. Presence: Teleoperators & Virtual Environments, 10(3), 282-297. Li, M., Pan, Z., Sun, Y., & Yao, Z. (2021). Virtual Reality in Foreign Language Learning: A Review of the Literature. 2021 IEEE 7th International Conference on Virtual Reality (ICVR), Lin, J.-H., & Peng, W. (2015). The contributions of perceived graphical and enactive realism to enjoyment and engagement in active video games. International Journal of Technology and Human Interaction (IJTHI), 11(3), 1-16. Lin, J.-H. T., & Wu, D.-Y. (2020). Newsgames for the Greater Good: The Effects of Graphical Realism and Geographical Proximity on Knowledge Acquisition and Willingness to Help. Journalism & Mass Communication Quarterly, 97(1), 30-51. https://doi.org/10.1177/1077699018820315 Lombard, M., & Ditton, T. (1997). At the heart of it all: The concept of presence. Journal of computer-mediated communication, 3(2), JCMC321. Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American educational research journal, 37(1), 153-184. Minocha, S., Tudor, A., & Tilling, S. (2017). Affordances of Mobile Virtual Reality and their Role in Learning and Teaching. BCS HCI, Minsky, M. (1980). Telepresence. Nikolic, D. (2007). Evaluating relative impact of virtual reality components detail and realism on spatial comprehension and presence Pennsylvania State University]. Nissen, M. J., & Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures. Cognitive psychology, 19(1), 1-32. Osberg, K. M. (1997). Constructivism in practice: The case for meaning-making in the virtual world. University of Washington. Ozverir, I., & Herrington, J. (2011). Authentic activities in language learning: Bringing real world relevance to classroom activities. EdMedia+ Innovate Learning, Panagiotidis, P. (2021). Virtual reality applications and language learning. International Journal for Cross-Disciplinary Subjects in Education, 12(2), 4447-4455. Platov, A. V., Anzorova, S. P., Sarbassova, S. B., Udalov, D. E., V Platov, A., P Anzorova, S., B Sarbassova, S., & E Udalov, D. (2020). Involvement in virtual reality based game learning. European Proceedings of Social and Behavioural Sciences, 99. Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020, 2020/04/01/). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/https://doi.org/10.1016/j.compedu.2019.103778 Regenbrecht, H., & Schubert, T. (2002). Real and illusory interactions enhance presence in virtual environments. Presence: Teleoperators & Virtual Environments, 11(4), 425-434. Regenbrecht, H. T., Schubert, T. W., & Friedmann, F. (1998). Measuring the sense of presence and its relations to fear of heights in virtual environments. International Journal of Human-Computer Interaction, 10(3), 233-249. Rejack, B. (2007). Toward a virtual reenactment of history: Video games and the recreation of the past. Rethinking History, 11(3), 411-425. Ribbens, W., & Malliet, S. (2010). Perceived digital game realism: A quantitative exploration of its structure. Presence, 19(6), 585-600. 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Integrating video-capture virtual reality technology into a physically interactive learning environment for English learning. Computers & Education, 55(3), 1346-1356. https://doi.org/https://doi.org/10.1016/j.compedu.2010.06.005 Zhang, D. (2018). Exploring Telepresence in Virtual Worlds.
描述 碩士
國立政治大學
國際傳播英語碩士學位學程(IMICS)
109461009
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0109461009
資料類型 thesis
dc.contributor.advisor 林日璇zh_TW
dc.contributor.advisor Lin, Jih-Hsuanen_US
dc.contributor.author (Authors) 劉庭立zh_TW
dc.contributor.author (Authors) Liou, Ting-Lien_US
dc.creator (作者) 劉庭立zh_TW
dc.creator (作者) Liou, Ting-Lien_US
dc.date (日期) 2024en_US
dc.date.accessioned 1-Jul-2024 12:26:49 (UTC+8)-
dc.date.available 1-Jul-2024 12:26:49 (UTC+8)-
dc.date.issued (上傳時間) 1-Jul-2024 12:26:49 (UTC+8)-
dc.identifier (Other Identifiers) G0109461009en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/152023-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 國際傳播英語碩士學位學程(IMICS)zh_TW
dc.description (描述) 109461009zh_TW
dc.description.abstract (摘要) 本研究旨在探討虛擬實境中的圖像真實度對英語學習者在空間臨場感 (spatial presence)以及學習投入(engagement)上的影響，以及虛擬實境對英語口說 帶來的學習成效。 本研究以 60 名台灣國中生為實驗對象，並將其分為兩組，各自進行以 Mondly VR 和 ImmerseMe 兩款具有不同圖像真實度的虛擬實境遊戲為主的實驗設計。除 了分析參與者在這兩款遊戲中的空間臨場感以及投入度以外，此研究也採用具有 較豐富故事情節與清晰畫面的 Mondly VR 作為學習媒介，探討個體在多次使用 虛擬實境學習英語口說之後的進度程度。 研究結果發現，參與者在具有較低圖像真實度的遊戲中展現出較高的空間臨 場感，學習的投入程度則幾乎相同。另外，研究也發現空間臨場感以及投入度之 間擁有正相關性。最後，在利用虛擬實境進行反覆的英語口說訓練之後，學生在 發音、流暢度和連貫性上都獲得了顯著的進步。 本研究的結果提供了關於開發虛擬實境作為語言學習媒介的重要見解，有助 於幫助英語學習者找到更有效的學習方式。此外，因應 2030 年雙語政策致力於 改善數位學習工具，這項研究成果也提供對此計畫具有價值的貢獻。zh_TW
dc.description.abstract (摘要) This study aims to examine the impact of graphical realism on language learning VR games, focusing on investigating EFL learners’ perception of spatial presence and learning engagement while practicing English speaking with virtual characters. Sixty junior high school students in Taiwan were recruited and divided into two groups. The groups were assigned two highly discussed VR games that have different levels of graphical realism, Mondly VR and ImmerseMe, respectively. The study also selected Mondly VR, which features more substantial storylines and better image resolution, to test the participants’ speaking learning outcomes after repeated VR exposure. The results reveal a higher sense of spatial presence in the VR game that has lower graphical realism. The engagement values were almost the same, and there was a positive correlation between spatial presence and engagement. Finally, the participants showed great progress in pronunciation, fluency, and coherence after the multiple VR training sessions. The research findings provide crucial insights into the development of VR language learning tools to help EFL students learn English more efficiently. The contribution is also valuable to Taiwan's Bilingual 2030 Policy as it helps improve digital learning tools, which is one of the key objectives of the policy.en_US
dc.description.tableofcontents Acknowledgments i 摘要 ii Abstract iii 1. Introduction 1 1.1 Research Background and Motivation 1 1.1.1 Virtual Reality 2 1.1.2 Virtual Reality in the Field of Education 3 1.1.3 Graphical Realism in Language Learning VR 4 1.2 Research Objectives and Contribution 6 2. Literature Review 8 2.1 Learning with VR and Selective Attention 8 2.2 Constructivism and Situated Theory 9 2.3 Virtual Reality for Foreign Language Learning 10 2.4 Spatial Presence 11 2.5 Graphical Realism 16 3. Methodology 21 3.1 Research Hypotheses 21 3.2 Research Methods 22 3.2.1. Quantitative and Quasi-experimental Method 22 3.2.2. Qualitative Approach 23 3.3 Independent Variables: Levels of Graphical Realism 23 3.4 Measurements and Instruments 24 3.5 Speaking Test Criteria: fluency and pronunciation 25 3.5.1 Fluency and Coherence 26 3.5.2 Pronunciation 26 3.6 Stimuli 27 3.7 Participants 29 3.8 Procedure 29 3.8.1 Research Process of the Mondly VR Group 30 3.8.2 Research Process of the ImmerseMe Group 32 4. Result 34 4.1 Spatial Presence and Engagement 34 4.1.1 Determining Outliers 34 4.1.2 Determining Normality Distribution 35 4.1.3 Interpreting Independent t-Test Results 38 4.2 Correlation Between Spatial Presence and Engagement 43 4.3 English Speaking Outcome Evaluation 44 4.3.1 Determining Outliers and Normality Distribution 45 4.3.2 Interpreting Paired t-Test Results 47 4.4 Interviews with the Participants 50 5. Discussion 52 5.1 Graphical Realism and Spatial Presence 52 5.2 The Correlation Between Spatial Presence and Engagement 55 5.3 The Effect of Learning English with VR 56 5.4 Limitation 57 6. Conclusion 59 Reference 62 Appendix A 72 Appendix B 75 Appendix C 79zh_TW
dc.format.extent 3096267 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0109461009en_US
dc.subject (關鍵詞) 圖像真實度zh_TW
dc.subject (關鍵詞) 英語學習zh_TW
dc.subject (關鍵詞) 空間臨場感zh_TW
dc.subject (關鍵詞) 投入度zh_TW
dc.subject (關鍵詞) 虛擬實境zh_TW
dc.subject (關鍵詞) Graphical realismen_US
dc.subject (關鍵詞) English learningen_US
dc.subject (關鍵詞) Spatial presenceen_US
dc.subject (關鍵詞) Engagementen_US
dc.subject (關鍵詞) Virtual realityen_US
dc.title (題名) 虛擬實境中的圖像真實度對英語學習者的影響之研究zh_TW
dc.title (題名) Exploring Impacts of Graphical Realism in Immersive Virtual Reality Platforms on EFL Learnersen_US
dc.type (資料類型) thesisen_US
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