The large-scale diffusion of tablets and smartphones in the last decades offered new opportunities to broaden educational strategies. In particular, the Mobile-Assisted Language Learning (MALL) emerged as a promising approach leveraging the widespread availability of portable devices. In this study we investigated the feasibility and efficacy of a self-administered MALL homework training based on immersive 360° videos, compared to a training based on not-immersive standard videos showing the same visual content and enriched by an auditory description of the environment. The knowledge of target words was assessed before and after the training. In addition, students’ attitudes toward the technology were assessed before the training. Results indicated that students with a more positive attitude toward technology watched the videos more than those with a less positive attitude. Furthermore, students who underwent the training with 360°videos learned more words than students belonging to the control group, even after controlling for the number of videos views.

The use of immersive 360° videos for foreign language learning: a study on usage and efficacy among high-school students / C. Repetto, A.F. Di Natale, D. Villani, S. Triberti, S. Germagnoli, G. Riva. - In: INTERACTIVE LEARNING ENVIRONMENTS. - ISSN 1049-4820. - (2021), pp. 1-16. [Epub ahead of print] [10.1080/10494820.2020.1863234]

The use of immersive 360° videos for foreign language learning: a study on usage and efficacy among high-school students

S. Triberti;
2021

Abstract

The large-scale diffusion of tablets and smartphones in the last decades offered new opportunities to broaden educational strategies. In particular, the Mobile-Assisted Language Learning (MALL) emerged as a promising approach leveraging the widespread availability of portable devices. In this study we investigated the feasibility and efficacy of a self-administered MALL homework training based on immersive 360° videos, compared to a training based on not-immersive standard videos showing the same visual content and enriched by an auditory description of the environment. The knowledge of target words was assessed before and after the training. In addition, students’ attitudes toward the technology were assessed before the training. Results indicated that students with a more positive attitude toward technology watched the videos more than those with a less positive attitude. Furthermore, students who underwent the training with 360°videos learned more words than students belonging to the control group, even after controlling for the number of videos views.
acceptance; embodied cognition; Immersive 360° videos; mobile-assisted language learning; second language learning; virtual reality
Settore M-PSI/01 - Psicologia Generale
7-gen-2021
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2434/808546
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