Google Earth Virtual Reality–Assisted Expository Writing for iPanchitos From the Funds of Knowledge Perspective

• In Event: The Design of Learning Technologies for Diverse Contexts and Audiences

Abstract

Employing an explanatory sequential mixed-methods design, this study incorporated Google Earth Virtual Reality (GE VR) into English Language Learners’ (ELLs) expository writing practice from a Funds of Knowledge approach. Twenty-two 6th-8th grade ELLs (iPanchitos) in the Midwest participated in the study. During the quantitative phase, writing artifacts (n = 132) were collected and analyzed using a within-subject repeated measures ANOVA. Results showed a statistically significant increase in using GE VR to develop the students’ expository writing skills for improving the text structure of description, cause/effect, compare/contrast, and enumeration. During the qualitative phase, a descriptive survey and focus group interviews were conducted. Findings indicated the iPanchitos were engaged in the VR-assisted learning environment. Concerns about using GE VR were also addressed.

Authors

• Yan Chen, University of Nevada - Las Vegas

• Hayley J. Mayall, Northern Illinois University

• Cindy S. York, Northern Illinois University

• Thomas J. Smith, Northern Illinois University