Self-regulated mobile game-based English learning in a virtual reality environment. (September 2020)

• Record Type: Journal Article
• Authors: Chen, Yu-Li; Hsu, Chun-Chia
• Is Part Of: Computers & education. Volume 154(2020)
• Publication Date: 2020-09
• Subjects: Mobile learning -- Virtual reality -- Game-based learning -- Self-regulated learning -- Engagement; Education -- Data processing -- Periodicals; Education -- Periodicals; Computers -- Periodicals; Computer-Assisted Instruction -- Periodicals; Éducation -- Informatique -- Périodiques; Electronic journals; 370.285
• DOI: 10.1016/j.compedu.2020.103910
• Languages: English
• ISSNs: 0360-1315

Abstract

Abstract: Various studies over the past few decades have been exploring the educational advantages and potential of virtual reality (VR) and the idea that students engage with their learning materials more effectively when using their own devices. This study uses a newly created VR game-based English mobile learning application and investigates student English learning effectiveness, student game engagement, and self-regulated learning from a cognitive and psychological perspective. In total, 274 students from a Taiwan university of science and technology participated in this study. Statistical results indicate that both game engagement and game experience were significantly influenced by self-efficacy, intrinsic value, and test anxiety. Immersion, flow, and presence enhanced self-efficacy while absorption and immersion enhanced self-regulation. Self-efficacy and self-regulation affected each other. Student self-regulation in the learning environment was at a moderate level. The results imply that the interaction feature of the VR application and the challenges of game-based design enable students to enter the state of flow easily and enhance their motivation to learn. Highlights: Game engagement and game experience were significantly influenced by self-efficacy, intrinsic value, and test anxiety. Student perceptions of immersion and absorption enhanced self-regulated learning. Student perceptions of immersion, flow, and presence enhanced self-efficacy. Self-efficacy and self regulation affected each other in mobile game-based virtual reality environment. Student self-regulated leaning was at a moderate level.