Exploring the Impact of Learning Activities Supported by 360-Degree Video Technology on Language Learning, Intercultural Communicative Competence Development, and Knowledge Sharing

This study integrated intercultural learning activities into English as a foreign language (EFL) learning course in a vocational school in China. The study focused on improvement of students’ EFL abilities, intercultural communicative competence (ICC), and knowledge sharing (KS). A group of second-y...

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Autores principales:	Rustam Shadiev, Jiatian Yu, Wayan Sintawati
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	360-degree video technology knowledge sharing language learning intercultural communicative competence (ICC) perceptions of technology-assisted learning Psychology BF1-990
Acceso en línea:	https://doaj.org/article/145ad95f932c465e967c19636871ce5f
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spelling	oai:doaj.org-article:145ad95f932c465e967c19636871ce5f2021-12-01T09:20:20ZExploring the Impact of Learning Activities Supported by 360-Degree Video Technology on Language Learning, Intercultural Communicative Competence Development, and Knowledge Sharing1664-107810.3389/fpsyg.2021.766924https://doaj.org/article/145ad95f932c465e967c19636871ce5f2021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.766924/fullhttps://doaj.org/toc/1664-1078This study integrated intercultural learning activities into English as a foreign language (EFL) learning course in a vocational school in China. The study focused on improvement of students’ EFL abilities, intercultural communicative competence (ICC), and knowledge sharing (KS). A group of second-year students from China were partnered with a group of university students from Indonesia. 360-degree video technology was used to create an authentic and immersive intercultural learning environment in which students created content in English related to their culture and traditions, shared content with partners from the other culture, and reflected on their intercultural learning. We investigated whether learning activities supported by 360-degree video technology have positive impact on EFL learning, ICC development, and KS. The data was collected through questionnaires, tests, observations, and interviews. Three main findings were obtained in the study. The results demonstrated that 360-degree video technology-supported intercultural learning activities improved students’ EFL abilities, ICC, and KS. In addition, it was found that dimensions of KS and ICC have significant relationship with each other. Finally, the students had a positive attitude toward the learning activities supported by 360-degree video technology, were satisfied with the technology, and had intentions to use it in the future for learning. On this basis, we made several suggestions for educators and researchers.Rustam ShadievJiatian YuWayan SintawatiFrontiers Media S.A.article360-degree video technologyknowledge sharinglanguage learningintercultural communicative competence (ICC)perceptions of technology-assisted learningPsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	360-degree video technology knowledge sharing language learning intercultural communicative competence (ICC) perceptions of technology-assisted learning Psychology BF1-990
spellingShingle	360-degree video technology knowledge sharing language learning intercultural communicative competence (ICC) perceptions of technology-assisted learning Psychology BF1-990 Rustam Shadiev Jiatian Yu Wayan Sintawati Exploring the Impact of Learning Activities Supported by 360-Degree Video Technology on Language Learning, Intercultural Communicative Competence Development, and Knowledge Sharing
description	This study integrated intercultural learning activities into English as a foreign language (EFL) learning course in a vocational school in China. The study focused on improvement of students’ EFL abilities, intercultural communicative competence (ICC), and knowledge sharing (KS). A group of second-year students from China were partnered with a group of university students from Indonesia. 360-degree video technology was used to create an authentic and immersive intercultural learning environment in which students created content in English related to their culture and traditions, shared content with partners from the other culture, and reflected on their intercultural learning. We investigated whether learning activities supported by 360-degree video technology have positive impact on EFL learning, ICC development, and KS. The data was collected through questionnaires, tests, observations, and interviews. Three main findings were obtained in the study. The results demonstrated that 360-degree video technology-supported intercultural learning activities improved students’ EFL abilities, ICC, and KS. In addition, it was found that dimensions of KS and ICC have significant relationship with each other. Finally, the students had a positive attitude toward the learning activities supported by 360-degree video technology, were satisfied with the technology, and had intentions to use it in the future for learning. On this basis, we made several suggestions for educators and researchers.
format	article
author	Rustam Shadiev Jiatian Yu Wayan Sintawati
author_facet	Rustam Shadiev Jiatian Yu Wayan Sintawati
author_sort	Rustam Shadiev
title	Exploring the Impact of Learning Activities Supported by 360-Degree Video Technology on Language Learning, Intercultural Communicative Competence Development, and Knowledge Sharing
title_short	Exploring the Impact of Learning Activities Supported by 360-Degree Video Technology on Language Learning, Intercultural Communicative Competence Development, and Knowledge Sharing
title_full	Exploring the Impact of Learning Activities Supported by 360-Degree Video Technology on Language Learning, Intercultural Communicative Competence Development, and Knowledge Sharing
title_fullStr	Exploring the Impact of Learning Activities Supported by 360-Degree Video Technology on Language Learning, Intercultural Communicative Competence Development, and Knowledge Sharing
title_full_unstemmed	Exploring the Impact of Learning Activities Supported by 360-Degree Video Technology on Language Learning, Intercultural Communicative Competence Development, and Knowledge Sharing
title_sort	exploring the impact of learning activities supported by 360-degree video technology on language learning, intercultural communicative competence development, and knowledge sharing
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/145ad95f932c465e967c19636871ce5f
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Exploring the Impact of Learning Activities Supported by 360-Degree Video Technology on Language Learning, Intercultural Communicative Competence Development, and Knowledge Sharing

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