Khodabandeh Farzaneh
Department of Linguistics and Foreign Languages, Faculty of Humanities, Payame Noor University, Tehran, Iran.
Int J Educ Technol High Educ. 2022;19(1):27. doi: 10.1186/s41239-022-00334-w. Epub 2022 Jun 9.
During the past decade, Virtual reality (VR)-enhanced education has been adopted as a pedagogically new learning approach to smooth the learning progress. With the rise of VR-enhanced activities, investigating the effect of personality types of EFL learners on their writing performance to use VR-based instruction for learning may be a crucial factor influencing their achievement. This study was an attempt to research the impact of VR- enhanced classes on paragraph writing of extrovert and introvert English foreign language (EFL) Learners. To achieve the purpose of the study, first, the Preliminary English Test (PET) was administered for ensuring the homogeneity of the sample. Once the homogeneity was established, a total of 52 EFL intermediate students were selected and placed into two comparative and two control groups, with 13 participants in each group. Four groups took part in the study, with two groups undergoing treatment with the non-VR teaching approach of paragraph writing and two groups undergoing treatment of VR-enhanced education. Among these four groups, two consisted of introverts and two extroverts that were identified through Eysenck Personality Inventory. The two comparative groups received 12 sessions of VR-enhanced education in online classes (instead of drawing pictures and sharing them within their group, they watched the process activities in the VR environment.), but the control group received learning writing paragraphs through using instructor's instructional materials. After 6-weeks of treatment sessions, all participants of the study took the post-test. According to the results, the VR-enhanced education was more effective than the non-VR teaching approach in developing paragraph writing of both introverts and extroverts. Moreover, the results of the research showed no significant differences between the performance of the introverts and extroverts, meaning that both had the same performance. The results of this study may pave the way for teachers to use VR-based technology in online and traditional classes without worrying about how learners with different personality traits respond.
在过去十年中，虚拟现实（VR）增强教育已被用作一种全新的教学学习方法，以促进学习进程。随着VR增强活动的兴起，研究外语学习者的性格类型对其写作表现的影响，以便将基于VR的教学用于学习，这可能是影响他们成绩的关键因素。本研究旨在探讨VR增强课程对外向型和内向型英语外语（EFL）学习者段落写作的影响。为实现研究目的，首先进行了初级英语测试（PET）以确保样本的同质性。一旦确定了同质性，总共52名EFL中级学生被选中并分为两个比较组和两个对照组，每组有13名参与者。四个组参与了研究，其中两个组采用非VR段落写作教学方法进行治疗，另外两个组接受VR增强教育治疗。在这四个组中，有两个组由内向者组成，另外两个组由外向者组成，这些都是通过艾森克人格量表确定的。两个比较组在在线课程中接受了12节VR增强教育课程（他们不是在小组内画画并分享，而是在VR环境中观看过程活动），但对照组通过使用教师的教学材料学习写作段落。经过6周的治疗课程后，研究的所有参与者都进行了后测。结果显示，在培养内向者和外向者的段落写作方面，VR增强教育比非VR教学方法更有效。此外，研究结果表明内向者和外向者的表现没有显著差异，这意味着两者表现相同。本研究结果可能为教师在在线课程和传统课程中使用基于VR的技术铺平道路，而不必担心具有不同性格特征的学习者会有怎样的反应。
