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Investigating Learners’ Engagement and Chinese Writing Learning Outcomes with Different Designs of SVVR-Based Activities

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  • Ming Li

    (Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, China)

  • Yuting Chen

    (Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, China)

  • Linjie Zhang

    (Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, China)

  • Xuemei Wu

    (School of Information Technology in Education, South China Normal University, Guangzhou 510631, China)

  • Changqin Huang

    (Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, China)

Abstract

The goal of this study is to explore the affordances of spherical video-based virtual reality (SVVR)-based learning activities by comparing the students’ learning engagement models and their writing learning outcomes in a double-loop SVVR-based (DL-SVVR) learning activity and a single-loop SVVR-based (SL-SVVR) learning activity, respectively. For this purpose, we conduct an empirical study involving 82 fourth-grade students. The statistical results show that the students in the DL-SVVR group had higher learning behavioral engagement and better writing learning outcomes than those in the SL-SVVR group. Furthermore, as for the interrelationship between the subscales of students’ learning engagement, we find that, for the students in SL-SVVR group, their behavioral engagement can be positively predicted by the emotional engagement, while in the DL-SVVR group, students’ behavioral engagement can be positively predicted by their social engagement. For both groups, their social engagement can positively predict the emotional engagement. Importantly, our empirical results also show that the double-loop learning approach can potentially promote students’ writing learning outcomes by shifting their social engagement and behavioral engagement. The qualitative analysis results indicate that peer interaction has a positive impact on improving students’ learning interest and writing outcomes.

Suggested Citation

  • Ming Li & Yuting Chen & Linjie Zhang & Xuemei Wu & Changqin Huang, 2022. "Investigating Learners’ Engagement and Chinese Writing Learning Outcomes with Different Designs of SVVR-Based Activities," Sustainability, MDPI, vol. 14(8), pages 1-17, April.
  • Handle: RePEc:gam:jsusta:v:14:y:2022:i:8:p:4767-:d:794977
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    References listed on IDEAS

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    1. Tuan Dinh Nguyen & Marisa Cannata & Jason Miller, 2018. "Understanding student behavioral engagement: Importance of student interaction with peers and teachers," The Journal of Educational Research, Taylor & Francis Journals, vol. 111(2), pages 163-174, March.
    2. Wynne W. Chin & Barbara L. Marcolin & Peter R. Newsted, 2003. "A Partial Least Squares Latent Variable Modeling Approach for Measuring Interaction Effects: Results from a Monte Carlo Simulation Study and an Electronic-Mail Emotion/Adoption Study," Information Systems Research, INFORMS, vol. 14(2), pages 189-217, June.
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    Cited by:

    1. Youmei Wang & Xia Luo & Chen-Chen Liu & Yun-Fang Tu & Naini Wang, 2022. "An Integrated Automatic Writing Evaluation and SVVR Approach to Improve Students’ EFL Writing Performance," Sustainability, MDPI, vol. 14(18), pages 1-19, September.

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