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Towards Figurative Expression Enhancement: Effects of the SVVR-Supported Worked Example Approach on the Descriptive Writing of Highly Engaged Students

Author

Listed:
  • Yi-Pin Huang

    (Department of Education, Chonnam National University, Gwangju 61186, Korea)

  • Xiao-Li Zheng

    (Department of Educational Technology, Wenzhou University, Wenzhou 325035, China)

  • Chuang-Kai Chiu

    (Department of Educational Technology, Wenzhou University, Wenzhou 325035, China)

  • Jun Lei

    (Wenzhou Experimental Primary School, Wenzhou 325088, China)

  • Gang Yang

    (Department of Educational Technology, Wenzhou University, Wenzhou 325035, China)

  • Hoisoo Kim

    (Department of Education, Chonnam National University, Gwangju 61186, Korea)

  • Feng Wang

    (Department of Electronics, Wenzhou University, Wenzhou 325035, China)

Abstract

During the past decades, many researchers have attempted to explore effective teaching methods for developing students’ descriptive writing performance. In this study, the worked example was implemented as an effective way of guiding students to provide step-by-step solutions to learning tasks. Moreover, a spherical video-based virtual reality (SVVR) environment was provided to place students in real-world situations which enabled them to experience the learning contexts in depth. A pretest-posttest quasi experimental study was conducted to explore the influence of the SVVR-supported worked example approach and engagement level on students’ Chinese descriptive writing performance. A total of 79 fourth-grade elementary school students participated in this study. The experimental group used SVVR with worked examples to complete Chinese writing assignments, whereas the control group used videos and worked examples. The results showed no significant effects of the SVVR-supported worked example approach compared with the conventional worked example approach regarding organization, sensory details, or creativity dimensions. As for the figurative expression dimension, students in the SVVR-supported worked example approach condition scored significantly higher. Moreover, high engagement students significantly outperformed low engagement students in all four writing performance dimensions. Additionally, a significant interaction effect between learning approach and engagement level on figurative expression was found.

Suggested Citation

  • Yi-Pin Huang & Xiao-Li Zheng & Chuang-Kai Chiu & Jun Lei & Gang Yang & Hoisoo Kim & Feng Wang, 2021. "Towards Figurative Expression Enhancement: Effects of the SVVR-Supported Worked Example Approach on the Descriptive Writing of Highly Engaged Students," Sustainability, MDPI, vol. 13(21), pages 1-19, November.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:21:p:12260-:d:673560
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    References listed on IDEAS

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    1. Xinyi Huang & Di Zou & Gary Cheng & Haoran Xie, 2021. "A Systematic Review of AR and VR Enhanced Language Learning," Sustainability, MDPI, vol. 13(9), pages 1-28, April.
    2. Jia-Ye Cai & Ruo-Fan Wang & Cui-Yu Wang & Xin-Dong Ye & Xiao-Zhi Li, 2021. "The Influence of Learners’ Cognitive Style and Testing Environment Supported by Virtual Reality on English-Speaking Learning Achievement," Sustainability, MDPI, vol. 13(21), pages 1-14, October.
    3. Chung-Ho Su & Ting-Wen Cheng, 2019. "A Sustainability Innovation Experiential Learning Model for Virtual Reality Chemistry Laboratory: An Empirical Study with PLS-SEM and IPMA," Sustainability, MDPI, vol. 11(4), pages 1-24, February.
    4. Rustam Shadiev & Mengke Yang, 2020. "Review of Studies on Technology-Enhanced Language Learning and Teaching," Sustainability, MDPI, vol. 12(2), pages 1-22, January.
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