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首页> 外文学位 >Experiment on the effects of Immersive Learning Simulation (ILS) and Dynamic Image Schema (DIS) on the achievements of EFL learners across gender.
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Experiment on the effects of Immersive Learning Simulation (ILS) and Dynamic Image Schema (DIS) on the achievements of EFL learners across gender.

机译：进行沉浸式学习模拟（ILS）和动态图像模式（DIS）对跨性别的EFL学习者的成就的影响的实验。

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摘要

Immersive Learning Simulations (ILSs) in virtual worlds are viewed as a viable teaching platform which is able to facilitate highly interactive, engaging, multimodal learning experiences for learners, and many believe they have the potential to radically transform education (Gregory, Lee, & Dalgarno, 2011). Some researchers (Bowers & Ragas, 2010; Neskill, 2005; Warburton, 2009; Zero, 2009) have done extensive investigations on the effects of ILS on self-construction of knowledge by learners in the virtual worlds. Other researchers (Regina, 2011; Stewart, Pope & Duncan, 2009) demonstrated the validity of integration of serious games or immersive learning simulations (ILS) in educational institutions and other fields. However, almost no previous researches on ILS have been conducted in the area of foreign language acquisition.;The purpose of this study is to examine the effects of Immersive Learning Simulation (ILS) and Dynamic Image Schema (DIS) on EFL learners' knowledge acquisition by employing the Dynamic System Theory (DST) perspective. This study focuses on how the combination of ILS and DIS will enhance the process of language acquisition by English as a Foreign Language (EFL) learners.;This study will follow the guidelines of a quasi-experiment as described by Cresswell (2009) with a 2x3 post test only study involving 90 subjects. The independent variables are various instructional dimensions and Gender. The dependent variable is achievement of EFL learners' knowledge acquisition. A one way analysis of variance and a 2x3 Factorial ANOVA will be used to calculate the inferential statistics of this study. Finally, the experiment results, their implication for EFL teaching and learning, and directions for future research also will be discussed.
机译：虚拟世界中的沉浸式学习模拟（ILS）被视为可行的教学平台，能够为学习者带来高度互动，引人入胜的多模式学习体验，而且许多人认为它们具有从根本上改变教育的潜力（Gregory，Lee和Dalgarno ，2011）。一些研究人员（Bowers＆Ragas，2010； Neskill，2005； Warburton，2009； Zero，2009）对ILS对虚拟世界中学习者自我建构知识的影响进行了广泛的研究。其他研究人员（Regina，2011年； Stewart，Pope和Duncan，2009年）证明了严肃游戏或沉浸式学习模拟（ILS）在教育机构和其他领域的整合有效性。但是，以前在外语习得领域中几乎没有关于ILS的研究。本研究的目的是检验沉浸式学习模拟（ILS）和动态图像模式（DIS）对EFL学习者知识获取的影响通过采用动态系统理论（DST）的观点。这项研究的重点是ILS和DIS的结合将如何增强英语作为外语（EFL）学习者的语言习得过程。该研究将遵循Cresswell（2009）描述的准实验的指导原则， 2x3测试后仅研究涉及90个受试者。自变量是各种教学维度和性别。因变量是EFL学习者知识获取的成就。方差的单向分析和2x3阶乘方差分析将用于计算本研究的推断统计量。最后，还将讨论实验结果，它们对EFL教学的意义以及未来的研究方向。

著录项

  • 作者

    Qiu, Aining.;

  • 作者单位

    Indiana University of Pennsylvania.;

  • 授予单位 Indiana University of Pennsylvania.;
  • 学科 Education Technology of.;Mass Communications.;Education Foreign Language.
  • 学位 Ph.D.
  • 年度 2014
  • 页码 132 p.
  • 总页数 132
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 宗教;
  • 关键词

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