Writing supported by virtual reality

In a recently published article in the British Journal of Educational Technology, Hwang and Chang examined how the spherical video-based virtual reality (SVVR) approach can support descriptive article writing in high school writing classes in Taiwan.

In traditional language learning activities, the authors noted, there is usually no chance for pupils to develop in-depth feelings about the context of topics, resulting in low learning motivations and limited expression in the writing process.

To provide in-depth experiences and to facilitate pupils’ descriptive article writing, the study introduced an SVVR system that used 360-degree photos or videos in a VR environment supporting pupils before they started to write. Pupils from two grade 11 classes participated in the study, with 30 pupils allocated to the experimental group and 35 students to the control group. After pupils understood the writing tasks and read a descriptive article about the Jade Mountain in Taiwan, pupils in the experimental group used SVVR to experience the ascent of the mountain, while pupils in the control group only watched videos and saw photos of the mountain. The study was conducted over two weeks with three hours of class per week. Before and after the intervention, a pre-test and a post-test on pupils’ writing performance were administered, along with questionnaires. The results showed that:

  • While pupils’ writing performance in both groups was similar in the pre-test, pupils who learned with the SVVR approach obtained better post-test results in terms of content and appearance than pupils in the control group, but not in organisation and vocabulary use.
  • Pupils’ learning with the SVVR approach also outperformed that of control-group pupils in creativity tendency and writing self-efficacy on the post-test.
  • However, experimental-group pupil and control-group pupils did not differ in learning motivation and cognitive load on the post-test.

The authors suggest that SVVR is worth promoting in school settings for language courses and experiential learning activities, as a way to provide deep experience in specific learning contexts. 

Source: Learning to be a writer: A spherical video‐based virtual reality approach to supporting descriptive article writing in high school Chinese courses (December 2019), British Journal of Educational Technology

No evidence of impact for a modularisation and self-paced computer-assisted approach to college maths

One of the greatest challenges facing community colleges in the US is that most students’ maths skills are below college level. These students are often referred to developmental maths courses, however, most students never complete the course and fail to earn a college degree.

A study published in Journal of Research on Educational Effectiveness looks at whether a modularised, computer-assisted approach that allows students to move at their own pace through the developmental maths course has any impact on students’ likelihood of completing the developmental maths course, compared with more traditional teaching.

The findings of the randomised trial of 1,400 students found that although the programme was well-implemented, there was no evidence that it was any more or less effective than traditional courses at helping students complete the developmental maths course. The researchers comment that although the results are disappointing, they are important because modularisation and self-paced computer-assisted approaches are popular teaching methods.

Source: A randomized controlled trial of a modularized, computer-assisted, self-paced approach to developmental math (September 2019), Journal of Research on Educational Effectiveness