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Research on the impact of the learning activity supported by 360-degree video and translation technologies on cross-cultural knowledge and attitudes development

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Abstract

Recent evidence suggests that not many studies on technology-supported cross-cultural learning considered creating authentic, immersive learning environments and addressing the language barrier in communication among representatives of different cultures which are very critical matters in the field. The present study attempted to address this gap. To this end, we designed the cross-cultural learning activity supported by 360-degree video technology and artificial intelligence-based translation tool. Eleven students from China and thirteen students from Russia participated in the activity. They used 360-degree video technology to create virtual reality (VR) cultural content which enabled authentic, immersive cross-cultural learning experiences. They also used AI-based translation technology to bridge the language barrier when communicating and exchanging culture-related information with each other in their native language. With such learning activity, we aimed to facilitate cross-cultural knowledge and attitudes of the participants. We used the convergent mixed methods design, i.e. both qualitative and quantitative data were collected, related and interpreted in response to the research questions. Personal meaning maps (PMMs) were used to measure knowledge of the students in three aspects (i.e. categories of cross-cultural knowledge, number of related and unrelated concepts, and emerged concepts) before and after the activity. We compared PMM outcomes obtained before the learning activity with those obtained after the activity using a statistical method in order to explore cross-cultural knowledge development. In addition, development in cross-cultural knowledge of the students after participating in the learning activity was explored based on the qualitative data. That is, content of 360-degree videos was analyzed and such qualitative findings were used to support the results of the statistical test. Next, cross-cultural attitudes development was explored in four aspects (i.e. interest, curiosity, openness, and respect) using interviews. Finally, participants’ perceptions of the technological support were also researched. The results showed that the cross-cultural learning activity supported by technologies were beneficial for knowledge and attitudes development. More specifically, the activity helped the students acquire cross-cultural knowledge in eight categories. The number of related concepts significantly increased whereas the number of unrelated concepts significantly decreased because of the activity. The students were able to identify, compare and contrast cultural differences, and they maintained an open and respectful attitude toward the culture of their partners after the study; they lacked such knowledge and abilities prior to the study. Finally, the participants positively perceived the technological support. Based on the results, it is suggested that educators and researchers employ 360-degree video and translation technologies in their design of learning activities when focusing on cross-cultural knowledge and attitudes development. Such approach was found to be beneficial to facilitate learning outcomes as authentic and immersive cross-cultural learning environments were created and the language barrier was addressed. The study makes the following contributions: (1) we designed the learning activity supported by 360-degree video and translation technologies to create authentic and immersive cross-cultural learning environments in which the language barrier was addressed, (2) we tested the feasibility of the learning activity supported by technology to facilitate cross-cultural knowledge and attitudes of the participants, and (3) we explored the accuracy rate of translation technology and perceptions of students regarding the learning activity supported by technology. The authenticity of the present study lies in the creation of the technology-supported cross-cultural learning environment in which the students had authentic and immersive learning experiences and were able to communicate with each other without any language barriers.

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Data Availability

The dataset will be provided on request after we finish this project.

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Acknowledgements

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The authors received no financial support for the research, authorship, and/or publication of this article.

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Authors and Affiliations

  1. College of Education, Zhejiang University, No. 866, Yuhangtang Road, Hangzhou, 310058, China

    Rustam Shadiev

  2. School of Foreign Languages, Jiangsu Open University, No. 399, Jiangdong North Road, Nanjing, 210000, China

    Xun Wang

  3. School of Education, Nanjing Normal University, No.122, Ninghai Road, Nanjing, 210097, China

    Xuan Chen

  4. Faculty of Arts, Saint-Petersburg State University, University Embankment, 7/9, Saint-Petersburg, 199034, Russian Federation

    Elena Gayevskaya & Nikolay Borisov

Authors
  1. Rustam Shadiev
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  2. Xun Wang
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  3. Xuan Chen
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  4. Elena Gayevskaya
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  5. Nikolay Borisov
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Contributions

RS, EG and NB contributed to the conception. RS, WX, CX, EG and NB designed the work, collected the data, analyzed and interpreted data. WX drafted the work, RS and EG substantively revised it. RS was responsible for correspondence. All authors approved the submitted version and agreed both to be personally accountable for the author’s own contributions and to the accuracy the work.

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Correspondence to Rustam Shadiev.

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Shadiev, R., Wang, X., Chen, X. et al. Research on the impact of the learning activity supported by 360-degree video and translation technologies on cross-cultural knowledge and attitudes development. Educ Inf Technol 29, 7759–7791 (2024). https://doi.org/10.1007/s10639-023-12143-3

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  • DOI: https://doi.org/10.1007/s10639-023-12143-3

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