Writing supported by virtual reality

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 students 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 students' descriptive article writing, the study introduced an SVVR system that used 360-degree photos or videos in a VR environment supporting students before they started to write. Two classes of 11th graders participated in the study, 30 students being allocated to the experimental group and 35 students to the control group. After students understood the writing tasks and read a descriptive article about the Jade Mountain in Taiwan, students in the experimental group used SVVR to experience the ascent of the Mountain, while students 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 students' writing performance were administered, along with questionnaires. The results showed that:
  • While students' writing performance in both groups was similar in the pre-test, students who learned with the SVVR approach obtained better post-test results in terms of content and appearance than students in the control group, but not in organization and vocabulary use.
  • Students' learning with the SVVR approach also outperformed that of control-group students in creativity tendency and writing self-efficacy on the post-test.
  • However, experimental-group students and control-group students 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. 

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