TY - JOUR
T1 - On the effects of 3D virtual worlds in language learning–a meta-analysis
AU - Wang, Chien pang
AU - Lan, Yu Ju
AU - Tseng, Wen Ta
AU - Lin, Yen Ting R.
AU - Gupta, Kao Chia Ling
N1 - Funding Information:
We thank the Error! Hyperlink reference not valid., under Grant Nos. MOST 105-2511-S-003-018-MY3, MOST 106-2511-S-003-015-MY3, and MOST 105-2410-H-011-031- for financially supporting this research. We are also grateful that this research was partially supported by the ?Chinese Language and Technology Center? of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan. We would like to thank the anonymous reviewers and editors for their valuable comments and suggestions for improving this article. We thank the Ministry of Science and Technology, Taiwan, R.O.C., under Grant Nos. MOST 105-2511-S-003-018-MY3, MOST 106-2511-S-003-015-MY3, and MOST 105-2410-H-011-031- for financially supporting this research. We are also grateful that this research was partially supported by the ?Chinese Language and Technology Center? of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education(MOE) in Taiwan.
Publisher Copyright:
© 2019 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2020
Y1 - 2020
N2 - The 3D virtual worlds (3DVWs) were widely used for language learning in the past two decades. Although numerous research studies acknowledged the affordance, a full-scale investigation that discussed how they can be applied to language learning with substantial evidence of effect sizes were not presented. Thus, this analysis aimed to synthesize the research findings particularly in the impact of 3DVWs on language learning by addressing two issues. The first one concerned the role of interaction in 3DVWs with theoretical bases, while the second issue concerned the effect sizes of moderating variables, based on experimental findings that were published between 2008 and 2019. Data with 50 variables generated from 13 primary studies were analyzed. Different patterns of interaction were identified based on three theories. The meta-analysis showed (1) significant overall linguistic gains (d =.832) and affective gains (d =.531), and (2) various effect sizes for moderator variables, such as types of learning activities. Based on these results, this paper used the notion of partnership to interpret the relation between 3DVWs and language learners.
AB - The 3D virtual worlds (3DVWs) were widely used for language learning in the past two decades. Although numerous research studies acknowledged the affordance, a full-scale investigation that discussed how they can be applied to language learning with substantial evidence of effect sizes were not presented. Thus, this analysis aimed to synthesize the research findings particularly in the impact of 3DVWs on language learning by addressing two issues. The first one concerned the role of interaction in 3DVWs with theoretical bases, while the second issue concerned the effect sizes of moderating variables, based on experimental findings that were published between 2008 and 2019. Data with 50 variables generated from 13 primary studies were analyzed. Different patterns of interaction were identified based on three theories. The meta-analysis showed (1) significant overall linguistic gains (d =.832) and affective gains (d =.531), and (2) various effect sizes for moderator variables, such as types of learning activities. Based on these results, this paper used the notion of partnership to interpret the relation between 3DVWs and language learners.
KW - 3D
KW - language learning
KW - meta-analysis
KW - virtual world
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U2 - 10.1080/09588221.2019.1598444
DO - 10.1080/09588221.2019.1598444
M3 - Article
AN - SCOPUS:85064495616
VL - 33
SP - 891
EP - 915
JO - Computer Assisted Language Learning
JF - Computer Assisted Language Learning
SN - 0958-8221
IS - 8
ER -