Abstract:

The effects of learning conception and engagement on English as a foreign language (EFL) learners' willingness to participate in virtual reality- based (VR-based) instruction and their oral performances were investigated in this study. The data were obtained via two surveys (learning conception and learning engagement) and students' audio-recorded oral performances. The results indicated that students' learning conception in the virtual environment included four factors, namely improving presence, increasing motivation, enhancing interaction, and extending learning. Students' learning engagement in the virtual environment consisted of four factors, which were cognitive, emotional, behavioral, and social engagement factors. The regression analyses revealed that the factors of learning conception and learning engagement were correlated, and that emotional engagement was associated with being more likely to participate in VR-based instruction. The study provided empirical evidence for using VR in language instruction.

Keywords: virtual reality-based instruction; learning conception; learning engagement; performances; willingness to participate

摘要：

本文探讨了在虚拟现实教学场景下大学英语学习者的学习观和学习投入对学习成绩和继续参与虚拟现实教学意愿的影响，以及学习者对VR教学的看法和建议，数据包括英语学习观和学习投入问卷以及课程期末口语考试成绩。本研究通过因子分析提取了4个学习观因子（增强学习动机、促进探索互动、拓展学习内容、增加临场感）和4个学习投入因子（情感投入、行为投入、社会性投入、认知投入）。回归分析结果显示，学习观因子和学习投入因子之间相互影响，情感投入与继续参与虚拟现实教学的意愿呈正相关。本研究的发现可为高校外语学科虚拟现实教学提供建议和参考。

关键词: 虚拟现实教学, 学习观, 学习投入, 学习成绩, 参与意愿