摘要
本研究采用混合研究方法,对国内某高校233名本科生使用VR课件提升学习者跨文化敏感度开展调查研究,系统考察了VR课堂对提升学习者跨文化敏感度的有效性。研究涉及VR课堂与传统课堂的跨文化敏感度对比、VR课堂中跨文化敏感度各子维度的变化以及预测跨文化敏感度变化的VR因素。研究结果表明,首先,单次的VR课堂教学虽能提升学习者跨文化敏感度,但其效果与传统课堂无统计学显著差异;其次,VR技术在提升跨文化敏感度三个子维度—跨文化差异认同感、交际信心、交际专注度上的效果较为显著;最后,在VR技术的三大要素中,沉浸感对跨文化敏感度的预测力最强,构想性对跨文化敏感度的某些维度也有一定预测力。
This study employs a mixed-methods research design to investigate the effectiveness of VR courseware in developing learners'intercultural sensitivity among 233 undergraduate students at a university in China.Specifically,it compares the learning outcomes between VR-based and traditional learning environment,explores changes across the overall and sub-dimensions of intercultural sensitivity after the intervention,and reveals VR-related factors that predict changes in intercultural sensitivity.The results show that:firstly,although learners'intercultural sensitivity increases after a single session of VR-based instruction,its effect does not differ significantly from that of traditional instruction;secondly,VR technology demonstrates significant advantages in the development of three sub-dimensions of intercultural sensitivity,namely Respect for Cultural Differences,Interaction Confidence and Interaction Attentiveness;thirdly,among the three core features of VR technology,Immersion demonstrates the strongest predictive effect on intercultural sensitivity,while Imagination also exerts an influence on several sub-dimensions of intercultural sensitivity.
作者
朱娅蓉
龚浩
周鹏
Zhu Yarong;Gong Hao;Zhou Peng
出处
《西安外国语大学学报》
北大核心
2025年第3期74-79,共6页
Journal of Xi’an International Studies University
基金
江西省教育规划课题重点项目“三维虚拟情境提升二语理想自我的有效性研究”(课题编号:20ZD006)
江西省教改项目“基于虚拟仿真技术提升大学英语学习者动机的教学模式创新研究”(项目编号:JXJG-20-1-53)
国家级大学生创新训练项目“VR技术赋能英语教学的实证研究——以《跨文化交际》课程为例”(项目编号:202210403072)的阶段性成果。
关键词
VR辅助教学
学习者跨文化敏感度
有效性研究
VR-assisted teaching
learners'intercultural sensitivity
an effectiveness study
