Science Literacy Development of Multilingual Learners: The Effect of Scaffolded Virtual Reality-Based Multimodal Meaning-Making

• In Event: RTD: Literacy Development Through Extended Realities and EDHP: Agile Evidence-Based Design in the Development of a Course in Palliative Care and Pain Management

Short Description

The current study explored the effect of a scaffolded virtual reality-based (VR) learning experience on multilingual learners’ science literacy (SL) development. Findings showed that multilingual learners (MLs) performed equally well as their native English speaker (NES) peers in SL post-test scores across two different game mode conditions (i.e., desktop and VR). Findings also indicated that both MLs and NES students improved more in the VR condition compared to the desktop condition.

Authors

• Contributor: Eunkyoung Elaine Cha, University of Georgia

• Contributor: Ai-Chu Ding, University of Georgia