The integration of virtual reality-enhanced multimodal meaning-making improves knowledge acquisition and disciplinary literacy development in science classrooms
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Abstract
Background
Multilingual learners (MLs) in English-medium classrooms often experience difficulties in understanding science concepts and developing disciplinary literacy as traditional science classrooms focus mostly on the verbal modes of communication, which creates a disadvantaged learning environment for MLs compared to their peers who are English monolingual learners (EMLs).
Aims
This study investigates the effect of Virtual Reality (VR)-mediated multimodal meaning-making embedded in a science unit on science knowledge acquisition (SK) and disciplinary literacy in science (DL-S) for MLs and EMLs.
Samples
Participants were 97 middle school 7th and 8th grade students.
Methods
The current study is a mixed-methods study analyzing quantitative data followed by qualitative analysis. Researchers utilized a 2x2 quasi-experimental, pre- and post-test design to study the science knowledge and science literacy outcomes of two different types of learners (i.e., MLs and EMLs) under two different modes (immersive VR vs. desktop VR).
Results
Quantitative analysis demonstrates significant improvements in SK and DL-S for both MLs and EMLs in this VR-enhanced science unit. Participants engaging with immersive VR exhibited notably higher post-test scores in SK and DL-S compared to desktop VR users. Qualitative findings suggest that the immersive VR environment provides more visual—and gestural-focused meaning-making opportunities and unique multimodal affordances that support the focal ML's disciplinary literacy practice.
Conclusions
This study provides evidence that the incorporation of immersive VR instruction may create a space for visual- and gestural-focused meaning-making, which contributes to both MLs and EML students’ development of disciplinary literacy in science.
期刊介绍：
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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