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Improving Language Learning with Virtual Reality : = A Quasi-Experimental Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Improving Language Learning with Virtual Reality :/
Reminder of title:	A Quasi-Experimental Study.
Author:	Iraal, Xavier Levon.
Description:	1 online resource (128 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
Subject:	Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30425155click for full text (PQDT)
ISBN:	9798379703592

Improving Language Learning with Virtual Reality : = A Quasi-Experimental Study.
Iraal, Xavier Levon.

Improving Language Learning with Virtual Reality :A Quasi-Experimental Study. - 1 online resource (128 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

Thesis (Ed.D.)--Northcentral University, 2023.

Includes bibliographical references

Stakeholders at DoD language training organizations seek to improve foreign language learner test scores. The method selected for the researched organization was to add foreign language immersive virtual reality games into the learning environment at the current institute. Earlier studies provided evidence of other organizations pursuing similar information on the benefits that integrating VR could produce in a learning environment. The problem addressed in this study was that the US military needs highly proficient foreign language speakers for national security and global commerce. The research used the framing of scientific management theory. This quasi-experimental study sought to describe the effect of VR integration on test scores specific to foreign language learning. The research incorporated a quantitative methodology approach to test archival score data for outcomes. The hypothesis was that integrating VR should reflect test score improvements. Archival test data for learners aged 18-35 were analyzed using nonparametric Mann-Whitney U independent samples t-tests to determine variances of academic achievement for students enrolled in courses from 2020 to 2022. The archival data were limited to learners participating in an organizationally-controlled course. This study was guided by three research questions that asked to what extent VR integration had an effect on listening, reading, and speaking test scores. The findings indicated VR had a negative impact. Findings from this study could provide information on potential shortfalls in similar programs. This study may aid in making decisions when considering future programs that promise academic improvements. Future researchers might use this study as a foundation to understand the overall effect VR integration has on adult learner test scores. Future researchers might expand the focus to include new course iterations or include a qualitative focus on learner perception of VR use.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379703592Subjects--Topical Terms:

643551
Language.
Subjects--Index Terms:

Virtual realityIndex Terms--Genre/Form:

542853
Electronic books.

Improving Language Learning with Virtual Reality : = A Quasi-Experimental Study.
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502 $a Thesis (Ed.D.)--Northcentral University, 2023.
504 $a Includes bibliographical references
520 $a Stakeholders at DoD language training organizations seek to improve foreign language learner test scores. The method selected for the researched organization was to add foreign language immersive virtual reality games into the learning environment at the current institute. Earlier studies provided evidence of other organizations pursuing similar information on the benefits that integrating VR could produce in a learning environment. The problem addressed in this study was that the US military needs highly proficient foreign language speakers for national security and global commerce. The research used the framing of scientific management theory. This quasi-experimental study sought to describe the effect of VR integration on test scores specific to foreign language learning. The research incorporated a quantitative methodology approach to test archival score data for outcomes. The hypothesis was that integrating VR should reflect test score improvements. Archival test data for learners aged 18-35 were analyzed using nonparametric Mann-Whitney U independent samples t-tests to determine variances of academic achievement for students enrolled in courses from 2020 to 2022. The archival data were limited to learners participating in an organizationally-controlled course. This study was guided by three research questions that asked to what extent VR integration had an effect on listening, reading, and speaking test scores. The findings indicated VR had a negative impact. Findings from this study could provide information on potential shortfalls in similar programs. This study may aid in making decisions when considering future programs that promise academic improvements. Future researchers might use this study as a foundation to understand the overall effect VR integration has on adult learner test scores. Future researchers might expand the focus to include new course iterations or include a qualitative focus on learner perception of VR use.
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