Promoting Intercultural Competence in a Learning Activity Supported by Virtual Reality Technology

Virtual reality (VR) technology makes it possible to create an authentic virtual environment that benefits immersive learning. We designed an intercultural learning activity and applied VR technology to support it. Then, we investigated students’ perceptions of the learning activity, VR technology,...

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Autores principales:	Rustam Shadiev, Xueying Wang, Yueh Min Huang
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2020
Materias:	intercultural competence learning activity virtual reality technology Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/78f2977f7be84eafaa16c6cbbb829318
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id	oai:doaj.org-article:78f2977f7be84eafaa16c6cbbb829318
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spelling	oai:doaj.org-article:78f2977f7be84eafaa16c6cbbb8293182021-12-02T19:25:57ZPromoting Intercultural Competence in a Learning Activity Supported by Virtual Reality Technology 10.19173/irrodl.v21i3.47521492-3831https://doaj.org/article/78f2977f7be84eafaa16c6cbbb8293182020-05-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/4752https://doaj.org/toc/1492-3831Virtual reality (VR) technology makes it possible to create an authentic virtual environment that benefits immersive learning. We designed an intercultural learning activity and applied VR technology to support it. Then, we investigated students’ perceptions of the learning activity, VR technology, and intercultural competence (IC) development during learning. Students from China and Uzbekistan participated in the activity, in which a pragmatic mixed-methods approach was used. The data were collected through student reports, three questionnaires, and interviews, and then analyzed. Three main findings were obtained. First, 13 items related to perception of the learning activity were revealed. When compared with earlier studies, new items were found, including presence, immersion, and authentic cultural experience. Second, the results showed that the participants intended to continue using VR technology, were satisfied with intercultural learning supported by VR technology, and felt that the technology confirmed their expectations. Third, the results showed that intercultural learning supported by VR technology helped facilitate IC development. Based on these results, we discuss implications and offer suggestions for educators and researchers. Rustam ShadievXueying Wang Yueh Min HuangAthabasca University Pressarticleintercultural competencelearning activityvirtual realitytechnologySpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 21, Iss 3 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	intercultural competence learning activity virtual reality technology Special aspects of education LC8-6691
spellingShingle	intercultural competence learning activity virtual reality technology Special aspects of education LC8-6691 Rustam Shadiev Xueying Wang Yueh Min Huang Promoting Intercultural Competence in a Learning Activity Supported by Virtual Reality Technology
description	Virtual reality (VR) technology makes it possible to create an authentic virtual environment that benefits immersive learning. We designed an intercultural learning activity and applied VR technology to support it. Then, we investigated students’ perceptions of the learning activity, VR technology, and intercultural competence (IC) development during learning. Students from China and Uzbekistan participated in the activity, in which a pragmatic mixed-methods approach was used. The data were collected through student reports, three questionnaires, and interviews, and then analyzed. Three main findings were obtained. First, 13 items related to perception of the learning activity were revealed. When compared with earlier studies, new items were found, including presence, immersion, and authentic cultural experience. Second, the results showed that the participants intended to continue using VR technology, were satisfied with intercultural learning supported by VR technology, and felt that the technology confirmed their expectations. Third, the results showed that intercultural learning supported by VR technology helped facilitate IC development. Based on these results, we discuss implications and offer suggestions for educators and researchers.
format	article
author	Rustam Shadiev Xueying Wang Yueh Min Huang
author_facet	Rustam Shadiev Xueying Wang Yueh Min Huang
author_sort	Rustam Shadiev
title	Promoting Intercultural Competence in a Learning Activity Supported by Virtual Reality Technology
title_short	Promoting Intercultural Competence in a Learning Activity Supported by Virtual Reality Technology
title_full	Promoting Intercultural Competence in a Learning Activity Supported by Virtual Reality Technology
title_fullStr	Promoting Intercultural Competence in a Learning Activity Supported by Virtual Reality Technology
title_full_unstemmed	Promoting Intercultural Competence in a Learning Activity Supported by Virtual Reality Technology
title_sort	promoting intercultural competence in a learning activity supported by virtual reality technology
publisher	Athabasca University Press
publishDate	2020
url	https://doaj.org/article/78f2977f7be84eafaa16c6cbbb829318
work_keys_str_mv	AT rustamshadiev promotinginterculturalcompetenceinalearningactivitysupportedbyvirtualrealitytechnology AT xueyingwang promotinginterculturalcompetenceinalearningactivitysupportedbyvirtualrealitytechnology AT yuehminhuang promotinginterculturalcompetenceinalearningactivitysupportedbyvirtualrealitytechnology
_version_	1718376567849091072

Promoting Intercultural Competence in a Learning Activity Supported by Virtual Reality Technology

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