Supporting Cultural Learning with SVVR: Effects of a Two-Tier Questioning Approach Across High- and Low-Performing Students

• In Event: AERA Poster Session Thursday 9:45am
  In Poster Session: Higher Education and Student Learning Outcomes

Abstract

This work addresses a research gap in the pedagogical application of spherical video-based virtual reality (SVVR) for cultural learning in native language education. We proposed an SVVR-supported two-tier questioning approach and examined its effectiveness in cultural education. In the 15-day interventional study, ninety Hong Kong secondary school students engaged in an SVVR-supported learning context. They were randomly assigned to either the experimental group (EG) (learning with the two-tier questioning approach) or the control group (CG) (learning with a one-tier questioning approach). Results showed that the EG significantly improved students’ cultural learning performance in comparison with the CG. While the low-performing students prominently benefited from the two-tier questioning condition, high-performing students exhibited stronger patterns of deep learning in the study.

Authors

• Yuting Chen, The Chinese University of Hong Kong

• Morris Siu-Yung Jong, Chinese University of Hong Kong

• Miao Yue, Chinese University of Hong Kong