Embodied Learning Using Virtual Reality and Mirrors Can Enhance Letter‐Sound Knowledge in 6–7‐Year‐Old Children.
Background: The study was motivated by the need to enhance children's literacy skills through innovative teaching methods. This research aims to address limitations in regular classroom teaching by exploring embodied learning and virtual reality (VR) as potential solutions. Objectives: The primary a...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 4; pp. 1 - 20 |
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| Autores principales: | , , , , , , , , |
| Formato: | pictorial research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=186918285&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 186918285 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2025 vid: 41 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 186918285 186918285 186918285 10.1111/jcal.70090 186918285 ppf: 1 ppct: 19 formats: tig: atl: Embodied Learning Using Virtual Reality and Mirrors Can Enhance Letter‐Sound Knowledge in 6–7‐Year‐Old Children. aug: au: Henriksen, Anne Husted Topor, Marta Petersen, Gustav Bøg Rohde, Rasmus Ahmt Damsgaard, Linn Nielsen, Anne‐Mette Veber Wulff‐Abramsson, Andreas Makransky, Guido Wienecke, Jacob affil: Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark sug: subj: Virtual Reality Learning In Infancy and Childhood Teaching Methods Literacy Evaluation Language Development Evaluation Phonetics Evaluation Human Male Female Child Denmark Schools, Elementary Randomized Controlled Trials Random Assignment Prospective Studies Pretest-Posttest Control Group Design Descriptive Statistics Data Analysis Software Analysis of Variance Chi Square Test Spearman's Rank Correlation Coefficient Kruskal-Wallis Test Post Hoc Analysis Word Lists Spelling Evaluation Reading Evaluation Memory Evaluation Funding Source Child: 6-12 years Male Female ab: Background: The study was motivated by the need to enhance children's literacy skills through innovative teaching methods. This research aims to address limitations in regular classroom teaching by exploring embodied learning and virtual reality (VR) as potential solutions. Objectives: The primary aim of the study was to investigate the effects of embodied learning, with and without VR, on children's literacy skills. Methods: A randomised controlled trial was conducted with 108 children aged 6–7 years. Participants were randomly assigned to either: a Control group with regular classroom teaching, a VR group using body‐phonemes with VR headsets and a Mirror group using body‐phonemes without VR headsets. The children were evaluated on literacy skills before and after a 2‐week intervention period. Results and Conclusions: The study found significant improvements in letter‐sound knowledge for both the VR and Mirror groups compared to the Control group. These findings suggest that embodied learning, whether using VR or not, can effectively enhance children's literacy skills. Practical and theoretical implications are discussed. Trial Registration: ClinicalTrials.gov identifier: NCT04618822 pubtype: Academic Journal doctype: pictorial research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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