The Impact of VR-Enhanced Multimodal Learning on Multilingual Learners’ Science Conceptual Learning

• In Event: Immersive Learning: Navigating Extended Education

Abstract

This study examines the effects of a Virtual Reality (VR) -enhanced unit on supporting the science conceptual learning of middle school students, especially the multilingual learners (MLs), from a multimodal perspective. Using a quasi-experimental design with three-phased data analysis, the researcher analyzed 98 students’ pre- and post-test results and the video recordings of one multilingual learner’s multimodal meaning-making during this unit. Findings show ELs improved as much as native speakers on key concepts that were introduced both during class and in the VR game but improved less than their native speaker counterparts on the concept only introduced in class without VR. Findings also show that learners engage in a distinctively different pattern of meaning-making during the VR activity.

Author

• Ai-Chu Elisha Ding, University of Georgia