Résumés
Abstract
Virtual reality (VR) technology makes it possible to create an authentic virtual environment that benefits immersive learning. We designed an intercultural learning activity and applied VR technology to support it. Then, we investigated students’ perceptions of the learning activity, VR technology, and intercultural competence (IC) development during learning. Students from China and Uzbekistan participated in the activity, in which a pragmatic mixed-methods approach was used. The data were collected through student reports, three questionnaires, and interviews, and then analyzed. Three main findings were obtained. First, 13 items related to perception of the learning activity were revealed. When compared with earlier studies, new items were found, including presence, immersion, and authentic cultural experience. Second, the results showed that the participants intended to continue using VR technology, were satisfied with intercultural learning supported by VR technology, and felt that the technology confirmed their expectations. Third, the results showed that intercultural learning supported by VR technology helped facilitate IC development. Based on these results, we discuss implications and offer suggestions for educators and researchers.
Keywords:
- intercultural competence,
- learning activity,
- virtual reality,
- technology
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Bibliography
- Avgousti, M.I. (2018). Intercultural communicative competence and online exchanges: A systematic review. Computer Assisted Language Learning, 31(8), 819-853. doi: 10.1080/09588221.2018.1455713
- Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.
- Bhattacherjee, A. (2001). Understanding information systems continuance: An expectation-confirmation model. MIS Quarterly, 25(3), 351-370. doi: 10.2307/3250921
- Bueno-Alastuey, M.C., & Kleban, M. (2016). Matching linguistic and pedagogical objectives in a telecollaboration project: A case study. Computer Assisted Language Learning, 29(1), 148-166. doi: 10.1080/09588221.2014.904360
- Çiftçi, E.Y. (2016). A review of research on intercultural learning through computer-based digital technologies. Journal of Educational Technology & Society, 19(2), 313-327. Retrieved from https://www.jstor.org/stable/pdf/jeductechsoci.19.2.313.pdf
- Deardorff, D.K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266. doi: 10.1177/1028315306287002
- Fantini, A. (2009). Assessing intercultural competence. Issues and tools. In D.K. Deardorff (Ed.), The SAGE Handbook of Intercultural Competence (pp. 456-476). Thousand Oaks: Sage.
- Higuera-Trujillo, J.L., Maldonado, J.L., & Llinares Millán, C. (2017). Psychological and physiological human responses to simulated and real environments: A comparison between Photographs, 360° Panoramas, and Virtual Reality. Applied Ergonomics, 65, 398-409. doi: 10.1016/j.apergo.2017.05.006
- Hsu, S.Y., & Beasley, R. (2019). The effects of international email and Skype interactions on computer-mediated communication perceptions and attitudes and intercultural competence in Taiwanese students. Australasian Journal of Educational Technology, 35(1), 149-162. doi: 10.14742/ajet.4209
- Lee, L., & Markey, A. (2014). A study of learners’ perceptions of online intercultural exchange through Web 2.0 technologies. ReCALL, 26(3), 281-297. doi: 10.1017/S0958344014000111
- Liao, J., & Lu, X. (2018). Exploring the affordances of telepresence robots in foreign language learning. Language Learning & Technology, 22(3), 20-32. doi: 10125/44652
- Rupp, M.A., Odette, K.L., Kozachuk, J., Michaelis, J.R., Smither, J.A., & McConnell, D.S. (2019). Investigating learning outcomes and subjective experiences in 360-degree videos. Computers & Education, 128, 256-268. doi: 10.1016/j.compedu.2018.09.015
- Shadiev, R. & Huang, Y.M. (2016). Facilitating cross-cultural understanding with learning activities supported by speech-to-text recognition and computer-aided translation. Computers & Education, 98, 130-141. doi: 10.1016/j.compedu.2016.03.013
- Shadiev, R., Hwang, W.Y., & Huang, Y.M. (2015). A pilot study: Facilitating cross-cultural understanding with project-based collaborative learning in an online environment. Australasian Journal of Educational Technology, 31(2), 123-139. doi: 10.14742/ajet.1607
- Shadiev, R. & Sintawati, W. (2020). A review of research on intercultural learning supported by technology. Educational Research Review, 31, 1-12. doi: 10.1016/j.edurev.2020.100338
- Shadiev, R., Sun, A. & Huang, Y.M. (2019). A study of the facilitation of cross‐cultural understanding and intercultural sensitivity using speech‐enabled language translation technology. British Journal of Educational Technology, 50(3), 1415-1433. doi: 10.1111/bjet.12648
- Shadiev, R., Wu, T.T., Sun, A., & Huang, Y.M. (2018). Applications of speech-to-text recognition and computer-aided translation for enhancing cross-cultural learning: issues and their solutions. Educational Technology Research and Development, 66(1), 191-214. doi: 10.1007/s11423-017-9556-8
- Shih, Y.C. (2015). A virtual walk through London: Culture learning through a cultural immersion experience. Computer Assisted Language Learning, 28(5), 407-428. doi: 10.1080/09588221.2013.851703
- Slater, M. (2009). Place illusion and plausibility can lead to realistic behaviour in immersive virtual environments. Philosophical Transactions of the Royal Society of London B Biological Sciences, 364(1535), 3549-3557. doi: 10.1098/rstb.2009.0138
- Vettehen, P.H., Wiltink, D., Huiskamp, M., Schaap, G., & Ketelaar, P. (2019). Taking the full view: How viewers respond to 360-degree video news. Computers in Human Behavior, 91, 24-32. doi:
- Walshe, N., & Driver, P. (2019). Developing reflective trainee teacher practice with 360-degree video. Teaching and Teacher Education, 78, 97-105. doi: 10.1016/j.tate.2018.11.009
- Yang, R. (2018). The use of questions in a synchronous intercultural online exchange project. ReCALL, 30(1), 112-130. doi: 10.1017/S0958344017000210