Skip to main content
SpringerLink
Log in

The Effects of Applying Virtual Reality Implementation on Chinese Writing Skill of Description

  • Chapter
  • First Online:
Contextual Language Learning

Part of the book series: Chinese Language Learning Sciences ((CLLS))

Abstract

This chapter reports on the integrations of Chinese, geography, and information technology courses, with teachers from each discipline collaborating to prepare their courses, as an example of Content and Language Integrated Learning (CLIL). This empirical study employed mobile devices in the learning activities, used the situated learning strategy, and involved the students in real-life investigation in the interdisciplinary literacy curriculum. The students observed and learned in the real-life environment, and utilized mobile technologies to support their data collection and information searching. They made connections between the knowledge in the textbook and the real-life situation in the literacy-based learning activities. After they came back to the classroom, they used the data and photos they had collected to design the virtual reality of the environment they had visited in order to recall and reflect on the descriptive writing activity. This chapter primarily explored the learning effectiveness of Chinese, and found that the students made significant progress. The higher performance of the students’ VR creation, the better the outcome of their descriptive essays. It was confirmed that creating a VR project in the information technology course according to the resources collected from the actual investigation in the geography course played a role in deepening effective reflection in the pre-writing stage so that the students could perform better in the descriptive writing in the Chinese course.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 139.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 179.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 179.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  • Allcoat, D., & von Mühlenen, A. (2018). Learning in virtual reality: Effects on performance, emotion and engagement. Research in Learning Technology, 26, 1–13.

    Article  Google Scholar 

  • Andujar, A., Salaberri-Ramiro, M. S., & Cruz Martínez, M. S. (2020). Integrating flipped foreign language learning through mobile devices: Technology acceptance and flipped learning experience. Sustainability, 12(3), 1110.

    Google Scholar 

  • Bower, K. (2021). Content and Language integrated learning in England: Missed opportunities and ways forward. In U. Lanvers, A. S. Thompson, & M. East (Eds.), Language learning in Anglophone countries. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-56654-8_14

  • Chang, S.-C., Hsu, T.-C., Chen, Y.-N., & Morris Jong, S.-Y. (2020). The effects of spherical video-based virtual reality implementation on students’ natural science learning effectiveness. Interactive Learning Environments, 28(7), 915–929. https://doi.org/10.1080/10494820.2018.1548490

    Article  Google Scholar 

  • Chang, S. C., Hsu, T. C., Kuo, W. C., & Jong, M. S. Y. (2020). Effects of applying a VR-based two-tier test strategy to promote elementary students’ learning performance in a Geology class. British Journal of Educational Technology, 51(1), 148–165.

    Article  Google Scholar 

  • Chang, S.-C., Hsu, T.-C., & Morris Jong, S.-Y. (2020). Integration of the peer assessment approach with a virtual reality design system for learning earth science. Computers & Education, 146, 103758. https://doi.org/10.1016/j.compedu.2019.103758.

  • Chien, S. Y., Hwang, G. J., & Jong, M. S. Y. (2020). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions. Computers & Education, 146, 103751. https://doi.org/10.1016/j.compedu.2019.103751.

  • Chen, Y., Smith, T. J., York, C. S., & Mayall, H. J. (2020). Google Earth Virtual Reality and expository writing for young English learners from a funds of knowledge perspective. Computer Assisted Language Learning, 33(1–2), 1–25. https://doi.org/10.1080/09588221.2018.1544151

    Article  Google Scholar 

  • Chittaro, L., Corbett, C. L., McLean, G. A., & Zangrando, N. (2018). Safety knowledge transfer through mobile virtual reality: A study of aviation life preserver donning. Safety Science, 102, 159–168.

    Article  Google Scholar 

  • Crompton, H., Burke, D., & Lin, Y. C. (2019). Mobile learning and student cognition: A systematic review of PK-12 research using Bloom’s Taxonomy. British Journal of Educational Technology, 50(2), 684–701.

    Article  Google Scholar 

  • Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics, 31, 182. https://doi.org/10.1017/S0267190511000092

    Article  Google Scholar 

  • Domingo, J. R., & Bradley, E. G. (2018). Education student perceptions of virtual reality as a learning tool. Journal of Educational Technology Systems, 46(3), 329–342.

    Article  Google Scholar 

  • Dunn, D. S. (1994). Lessons learned from an interdisciplinary-writing course: Implications for student writing in psychology. Teaching of Psychology, 21(4), 223–227.

    Article  Google Scholar 

  • Escorcia, D., Passerault, J.-M., Ros, C., & Pylouster, J. (2017). Profiling writers: Analysis of writing dynamics among college students. Metacognition and Learning, 12(2), 233–273.

    Article  Google Scholar 

  • Ferguson, C., van den Broek, E. L., & van Oostendorp, H. (2020). On the role of interaction mode and story structure in virtual reality serious games. Computers & Education, 143, 103671.

    Google Scholar 

  • Gadelha, R. (2018). Revolutionizing education: The promise of virtual reality. Childhood Education, 94(1), 40–43.

    Google Scholar 

  • Garrido-Iñigo, P., & Rodríguez-Moreno, F. (2015). The reality of virtual worlds: Pros and cons of their application to foreign language teaching. Interactive Learning Environments, 23(4), 453–470.

    Article  Google Scholar 

  • Hsieh, W.-M., & Tsai, C.-C. (2017). Taiwanese high school teachers’ conceptions of mobile learning. Computers & Education, 115, 82–95.

    Article  Google Scholar 

  • Hsu, T.-C. (2017). Learning English with augmented reality: Do learning styles matter? Computers & Education, 106, 137–149.

    Article  Google Scholar 

  • Hu, R., Wu, Y.-Y., & Shieh, C.-J. (2016). Effects of virtual reality integrated creative thinking instruction on students’ creative thinking abilities. EURASIA Journal of Mathematics, Science and Technology Education, 12(3), 477–486.

    Google Scholar 

  • Huang, C. S. J., Yang, S. J. H., Chiang, T. H. C., & Su, A. Y. S. (2016). Effects of situated mobile learning approach on learning motivation and performance of EFL students. Journal of Educational Technology & Society, 19(1), 263–276.

    Google Scholar 

  • Huang, H. L., Hwang, G. J., & Chang, C. Y. (2019). Learning to be a writer: A spherical video‐based virtual reality approach to supporting descriptive article writing in high school Chinese courses. British Journal of Educational Technology, 51(4), 1386–1405.

    Google Scholar 

  • Huang, H.-M., & Liaw, S.-S. (2018). An analysis of learners’ intentions toward virtual reality learning based on constructivist and technology acceptance approaches. International Review of Research in Open and Distributed Learning, 19(1). https://doi.org/10.19173/irrodl.v19i1.2503.

  • Huizenga, J., Admiraal, W., Ten Dam, G., & Voogt, J. (2019). Mobile game-based learning in secondary education: Students’ immersion, game activities, team performance and learning outcomes. Computers in Human Behavior, 99, 137–143.

    Article  Google Scholar 

  • Huy, N. T. (2015). Problems affecting learning writing skill of grade 11 at Thong Linh high school. Asian Journal of Educational Research, 3(2), 53–69.

    Google Scholar 

  • Johannessen, L. R. (1995). Teaching descriptive/narrative writing: Strategies for middle and secondary students. Retrieved from https://files.eric.ed.gov/fulltext/ED379665.pdf.

  • Kamasak, R., Özbilgin, M., Atay, D., & Kar, A. (2021). The effectiveness of mobile-assisted language learning (MALL): A review of the extant literature. Handbook of research on determining the reliability of online assessment and distance learning (pp. 194–212). IGI Global. https://doi.org/10.4018/978-1-7998-4769-4.ch008.

  • Kellogg, R. T. (2008). Training writing skills: A cognitive developmental perspective. Journal of Writing Research, 1(1), 1–26.

    Google Scholar 

  • Klimova, B. (2019). Impact of mobile learning on students’ achievement results. Education Sciences, 9(2), 90.

    Article  Google Scholar 

  • Kumar, B. A., & Chand, S. S. (2019). Mobile learning adoption: A systematic review. Education and Information Technologies, 24(1), 471–487.

    Article  Google Scholar 

  • Lasagabaster, D., & Sierra, J. M. (2009). Language attitudes in CLIL and traditional EFL classes. International Journal of CLIL Research, 1, 4–17.

    Google Scholar 

  • Lin, T.-J., & Lan, Y.-J. (2015). Language learning in virtual reality environments: Past, present, and future. Journal of Educational Technology & Society, 18(4), 486–497.

    Google Scholar 

  • Mahan, K. R. (2020). The comprehending teacher: Scaffolding in content and language integrated learning (CLIL). The Language Learning Journal. https://doi.org/10.1080/09571736.2019.1705879.

  • Mansilla, V. B., Duraisingh, E. D., Wolfe, C. R., & Haynes, C. (2009). Targeted assessment rubric: An empirically grounded rubric for interdisciplinary writing. The Journal of Higher Education, 80(3), 334–353.

    Article  Google Scholar 

  • Merino, J. A., & Lasagabaster, D. (2018). The effect of content and language integrated learning programmes’ intensity on English proficiency: A longitudinal study. International Journal of Applied Linguistics, 28(1), 18–30.

    Article  Google Scholar 

  • Morrison, R. (2017). Virtual reality in the language learning classroom. The Morning Watch: Educational and Social Analysis, 44(1–2 Fall), 1–9.

    Google Scholar 

  • Olmos-Raya, E., Ferreira-Cavalcanti, J., Contero, M., Castellanos, M. C., Giglioli, I. A. C., & Alcañiz, M. (2018). Mobile virtual reality as an educational platform: A pilot study on the impact of immersion and positive emotion induction in the learning process. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2045–2057.

    Google Scholar 

  • Pack, A., Barrett, A., Liang, H.-N., & Monteiro, D. V. (2020). University EAP students’ perceptions of using a prototype virtual reality learning environment to learn writing structure. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 10(1), 27–46.

    Google Scholar 

  • Ramírez Balderas, I., & Guillén Cuamatzi, P. M. (2018). Self and peer correction to improve college students’ writing skills. Profile Issues in Teachers Professional Development, 20(2), 179–194.

    Google Scholar 

  • Schott, C., & Marshall, S. (2018). Virtual reality and situated experiential education: A conceptualization and exploratory trial. Journal of Computer Assisted Learning, 34(6), 843–852.

    Article  Google Scholar 

  • Stavroulia, K. E., & Lanitis, A. (2019). Enhancing reflection and empathy skills via using a virtual reality based learning framework. International Journal of Emerging Technologies in Learning (iJET), 14(07), 18–36.

    Article  Google Scholar 

  • Sumekto, D. R., & Setyawati, H. (2018). Students’ descriptive writing performance: The analytic scoring assessment. https://doi.org/10.31227/osf.io/k2puy.

  • Sun, Y., & Gao, F. (2019). An investigation of the influence of intrinsic motivation on students’ intention to use mobile devices in language learning. Educational Technology Research and Development, 68(3), 1181–1198.

    Google Scholar 

  • Sung, Y.-T., Chang, K.-E., & Liu, T.-C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275.

    Article  Google Scholar 

  • Tilhou, R., Taylor, V., & Crompton, H. (2020). 3D virtual reality in K-12 education: A thematic systematic review. Emerging technologies and pedagogies in the curriculum (pp. 169–184). Springer.

    Google Scholar 

  • Wang, Y.-H. (2017). Exploring the effectiveness of integrating augmented reality-based materials to support writing activities. Computers & Education, 113, 162–176.

    Article  Google Scholar 

  • Way, D. P., Joiner, E. G., & Seaman, M. A. (2000). Writing in the secondary foreign language classroom: The effects of prompts and tasks on novice learners of French. The Modern Language Journal, 84(2), 171–184.

    Article  Google Scholar 

  • Xie, Y., Ryder, L., & Chen, Y. (2019). Using interactive virtual reality tools in an advanced Chinese language class: A case study. TechTrends, 63(3), 251–259.

    Article  Google Scholar 

  • Yang, W. (2015). Content and language integrated learning next in Asia: Evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme. International Journal of Bilingual Education and Bilingualism, 18(4), 361–382. https://doi.org/10.1080/13670050.2014.904840.

    Article  Google Scholar 

  • Yang, X., Lin, L., Cheng, P.-Y., Yang, X., Ren, Y., & Huang, Y.-M. (2018). Examining creativity through a virtual reality support system. Educational Technology Research and Development, 66(5), 1231–1254.

    Article  Google Scholar 

Download references

Acknowledgements

This study is supported in part by the Ministry of Science and Technology in the Republic of China under contract number MOST 108-2511-H-003 -056 -MY3.

Author information

Authors and Affiliations

  1. Department of Technology Application and Human Resource Development, National Taiwan Normal University, Taipei City, Taiwan

    Ting-Chia Hsu

  2. Taipei Municipal Neihu High School, Taipei City, Taiwan

    Chuan-Yi Chan

  3. Department of Chinese Literature, National Chengchi University, Taipei City, Taiwan

    Chuan-Yi Chan

Authors
  1. Ting-Chia Hsu
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Chuan-Yi Chan
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ting-Chia Hsu .

Editor information

Editors and Affiliations

  1. Department of Chinese as a Second Language, National Taiwan Normal University, Taipei, Taiwan

    Yu-Ju Lan

  2. School of Languages, Literatures, Cultures and Linguistics, Monash University, Clayton, VIC, Australia

    Scott Grant

Rights and permissions

Reprints and permissions

Copyright information

© 2021 Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Hsu, TC., Chan, CY. (2021). The Effects of Applying Virtual Reality Implementation on Chinese Writing Skill of Description. In: Lan, YJ., Grant, S. (eds) Contextual Language Learning. Chinese Language Learning Sciences. Springer, Singapore. https://doi.org/10.1007/978-981-16-3416-1_2

Download citation

  • DOI: https://doi.org/10.1007/978-981-16-3416-1_2

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-16-3415-4

  • Online ISBN: 978-981-16-3416-1

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation