Investigating Learners’ Engagement and Chinese Writing Learning Outcomes with Different Designs of SVVR-Based Activities

Ming Li, Yuting Chen, Linjie Zhang, Xuemei Wu and Changqin Huang
Additional contact information
Ming Li: Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, China
Yuting Chen: Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, China
Linjie Zhang: Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, China
Xuemei Wu: School of Information Technology in Education, South China Normal University, Guangzhou 510631, China
Changqin Huang: Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, China

Sustainability, 2022, vol. 14, issue 8, 1-17

Abstract: The goal of this study is to explore the affordances of spherical video-based virtual reality (SVVR)-based learning activities by comparing the students’ learning engagement models and their writing learning outcomes in a double-loop SVVR-based (DL-SVVR) learning activity and a single-loop SVVR-based (SL-SVVR) learning activity, respectively. For this purpose, we conduct an empirical study involving 82 fourth-grade students. The statistical results show that the students in the DL-SVVR group had higher learning behavioral engagement and better writing learning outcomes than those in the SL-SVVR group. Furthermore, as for the interrelationship between the subscales of students’ learning engagement, we find that, for the students in SL-SVVR group, their behavioral engagement can be positively predicted by the emotional engagement, while in the DL-SVVR group, students’ behavioral engagement can be positively predicted by their social engagement. For both groups, their social engagement can positively predict the emotional engagement. Importantly, our empirical results also show that the double-loop learning approach can potentially promote students’ writing learning outcomes by shifting their social engagement and behavioral engagement. The qualitative analysis results indicate that peer interaction has a positive impact on improving students’ learning interest and writing outcomes.

Keywords: learning engagement; PLS-SEM; SVVR; writing learning (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
https://www.mdpi.com/2071-1050/14/8/4767/pdf (application/pdf)
https://www.mdpi.com/2071-1050/14/8/4767/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:14:y:2022:i:8:p:4767-:d:794977

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().