Designing Transmodal Moments and Multimodal Instructional Sequencing to Support Multilingual Learners: The Case of a Virtual Reality-Enhanced Science Lesson

• In Event: Multimedia Design Considerations

Abstract

This study investigates how virtual reality (VR) in 7th-grade science education can enhance the learning of multilingual learners(MLs) and English monolingual learners(EMLs). Adopting a mixed-methods design involving 85 students, two hypotheses were tested: (1) Using VR improves learning more than only observing VR, and (2) the sequence of VR and reading activities affects learning outcomes. Additionally, the VR activities’ transmodal moments and how they inform students ‘science learning were explored. Findings showed that the gestural-focused and visual-focused meaning-making afforded by VR benefits students, especially MLs. Yet, the instructional sequence did not cause significant differences in learning outcomes. The study highlights the importance of multimodal learning opportunities, particularly for MLs, and suggests VR integration in group settings to maximize engagement and learning.

Authors

• Ai-Chu Elisha Ding, University of Georgia

• Lehong Shi, University of Georgia

• Ahmet Demirata, University of Georgia

• In Heok Lee, University of Georgia

• Zheying Zhu, University of Georgia

• Eunkyoung Elaine Cha, University of Georgia

• Haotian Yang, University of Georgia