Effects of Virtual Reality Game‐Assisted Inquiry‐Based Learning on Bilingual Visual Arts Education.
Background: Conventional language learning methods primarily focus on reading, writing, speaking and listening, which may be abstract for some students. Bilingual learning improves language fluency and oral communication skills, while art education fosters students' perception and expressive abiliti...
| Publicado en: | Journal of Computer Assisted Learning Vol. 42; no. 1; pp. 1 - 20 |
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| Autores principales: | , , , |
| Formato: | clinical trial pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2026
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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=191181634&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 191181634 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2026 vid: 42 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 191181634 191181634 191181634 10.1002/jcal.70182 191181634 ppf: 1 ppct: 19 formats: tig: atl: Effects of Virtual Reality Game‐Assisted Inquiry‐Based Learning on Bilingual Visual Arts Education. aug: au: Yang, Chih‐Wei Huang, Jung Chiu, Min‐Chi Chen, Chih‐Hung affil: Graduate Institute of Educational Information and Measurement, National Taichung University of Education, Taichung, Taiwan sug: subj: Virtual Reality Video Games Smartphone Learning Methods Multilingualism Computer-Assisted Instruction Art Education Outcomes of Education Art Evaluation Motivation Evaluation Self-Efficacy Evaluation Students, Elementary Human Clinical Trials Comparative Studies Funding Source Schools, Elementary Taiwan Semi-Structured Interview Quasi-Experimental Studies Pretest-Posttest Control Group Design Skill Acquisition Language Evaluation Summated Rating Scaling Scales Unpaired T-Tests Analysis of Covariance Regression Qualitative Studies English as a Second Language Questionnaires Inferential Statistics Instrument Adaptation ab: Background: Conventional language learning methods primarily focus on reading, writing, speaking and listening, which may be abstract for some students. Bilingual learning improves language fluency and oral communication skills, while art education fosters students' perception and expressive abilities, allowing them to deepen their language acquisition through visualisation. Visual art, through elements such as imagery, colour and composition, makes language learning more engaging and intuitive. The exploratory and hands‐on nature of artistic creation further facilitates students' natural use of language, enhancing their expressive abilities. However, classrooms and art exhibitions are constrained by space and resources, limiting students' opportunities for direct engagement with art. Objectives: This study compared the effects of a virtual reality game‐assisted inquiry learning (VRG‐IBL) approach with a mobile game‐assisted inquiry‐based learning (MG‐IBL) approach on students' artworks, motivation and self‐efficacy. Methods: An experiment was conducted with two elementary school classes in central Taiwan, comparing VRG‐IBL and MG‐IBL under equivalent instructional content. Results: The results indicated that students in the VRG‐IBL group demonstrated superior academic performance and learning motivation. Moreover, the VRG‐IBL approach benefited the students' self‐efficacy with initial moderate and high self‐efficacy. Conclusions: The VRG‐IBL approach enables students to repeatedly practice language skills and engage in artistic creation within an immersive environment, significantly enhancing their learning outcomes. This learning approach offers an innovative and practical approach to bilingual visual arts education, enriching students' learning experiences and language proficiency. Practitioner Notes: What is already known about this topic ○Virtual reality (VR) can create immersive learning environments that enhance students' engagement, motivation and experiential understanding.○Integrating bilingual learning and visual arts education helps improve students' language proficiency, creative thinking and expressive skills○Game‐based and inquiry‐based learning approaches are effective in promoting learning outcomes and fostering student‐centred explorationWhat this paper adds ○An innovative VR game‐assisted inquiry‐based learning (VRG‐IBL) approach is proposed to support bilingual visual arts instruction in primary education.○The VRG‐IBL approach significantly improves students' artistic performance, learning motivation and self‐efficacy compared with mobile game‐based inquiry learning (MG‐IBL).○The immersive and interactive nature of VR enables students to repeatedly practice language skills while engaging in creative art‐making processes.Implications for practice and/or policy ○It is potentially worth integrating the VRG‐IBL approach into bilingual visual arts education to enhance learners' engagement, creativity and language application○The VRG‐IBL approach provides a low‐cost and scalable solution to simulate real‐world art environments for creative and language‐rich learning.○This approach can be implemented in school settings to promote interdisciplinary learning and support students in developing both visual and linguistic literacies pubtype: Academic Journal doctype: clinical trial pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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