Effects of self-regulated-based gamified virtual reality learning system on middle school students’ English learning performance, learning motivation, learning attitude, meta-cognition tendency, and self-regulation
Issued Date
2023
Copyright Date
2023
Resource Type
Language
eng
File Type
application/pdf
Access Rights
open access
Rights
ผลงานนี้เป็นลิขสิทธิ์ของมหาวิทยาลัยมหิดล ขอสงวนไว้สำหรับเพื่อการศึกษาเท่านั้น ต้องอ้างอิงแหล่งที่มา ห้ามดัดแปลงเนื้อหา และห้ามนำไปใช้เพื่อการค้า
Rights Holder(s)
Mahidol University
Suggested Citation
Zhao, Jiahua, 1993- (2023). Effects of self-regulated-based gamified virtual reality learning system on middle school students’ English learning performance, learning motivation, learning attitude, meta-cognition tendency, and self-regulation. Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/116900
Title
Effects of self-regulated-based gamified virtual reality learning system on middle school students’ English learning performance, learning motivation, learning attitude, meta-cognition tendency, and self-regulation
Author(s)
Advisor(s)
Abstract
Scholars have suggested English classrooms with sufficient context and fun activities to increase English performance and promote learning motivation. With the rapid growth of technology-enhanced learning, virtual reality (VR) has become increasingly popular in English learning. Using VR without a well-designed learning environment, however, may not guide students to focus on the learning content to achieve the learning goals. Hence, this study proposed a self-regulated-based gamified VR learning system to trigger students to monitor their learning process to achieve their learning goals. To examine the effectiveness of the proposed system, a quasi-experiment was conducted in a middle school in China involving three groups: students who adopted the self-regulated-based gamified VR system, students who learned with the gamified VR system, and those who learned with a conventional VR system. The results showed that the self-regulated-based gamified VR system significantly improved the students’ English learning performance regarding their English vocabulary and speaking, self-regulation, learning motivation, learning attitudes, and meta-cognition tendency. Moreover, their reflections on the self-regulated-based gamified VR system were revealed and discussed. Implication of the thesis: In this current study, a self-regulated-based gamified VR learning system was designed and developed as the learning strategy-oriented technology-enhanced learning environment for helping EFL students learn vocabulary and speak English when they have started to learn a foreign language at school. As a result, researchers must develop scientific interventions based on the subjects’ characteristics and be theoretically supported by learning theories or learning strategies for the interventions to promote the learning process best. Therefore, it is believed that this study could offer some implications for further research in game-based learning and immersive technology-enhanced learning to assist students’ learning in geography, biology, history, and other courses. Since the verbal representations of the subjects mentioned above are typically lengthy, presenting the information as graphics allows for a better visual experience and more efficient knowledge acquisition.
Degree Name
Doctor of Philosophy
Degree Level
Doctoral degree
Degree Department
Institute for Innovative Learning
Degree Discipline
Science and Technology Education
Degree Grantor(s)
Mahidol University