Hui-Chien Chen｜Graduate Student, Graduate Institute of Educational Information and Measurement, National Taichung University of Education, Taichung City, Taiwan ｜gigi.baby@yahoo.com.tw
Guey-Shya Chen｜Professor, Graduate Institute of Educational Information and Measurement , National Taichung University of Education, Taichung City, Taiwan｜grace@mail.ntcu.edu.tw
▌Abstract
This study aims to explore the effect on learning outcomes of applying virtual reality to college English interpreting courses as well as the performance states of students’ learning attitudes, learning motivation, and cognitive load. This study was targeted at 42 college students, adopting head-mounted virtual devices to conduct five-week teaching research and using the “Learning Attitude Scale”, “Learning Motivation Scale”, “Cognitive Load Scale”, and qualitative analysis as research tools. In addition, tests were performed before and after teaching, and statistical analysis was carried out with the One-Sample t Test, the One-Factor Analysis of Variance, and the Chi-Square Test. The research results found that excluding the influence of the covariance in the pre-test, the students had significant differences in learning outcomes as well as learning attitudes, but they had no significant differences in learning motivation and cognitive load. In the qualitative research, it was also discovered that two words, “picture” and “good”, appeared most frequently, indicating that students focused on the design of the textbook picture when learning.
Keywords: virtual reality, learning attitude, learning motivation, cognitive load, English interpreting course