This quasi-experimental study investigated the impact of VR games on fourth-grade CLIL students' English poster designs and presentations. Using a mixed-methods approach, 81 students were divided into an experimental group (VR games) and a control group (PowerPoint games). Quantitative findings revealed that the VR group significantly outperformed the control group in Content and Cognition for both posters and presentations. Qualitative data highlighted more innovative multimodal expressions in the VR group. The study demonstrates the potential of VR games to enhance multimodal output and extends the application of SRL theory in CLIL contexts.
Publisher
HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS
Published On
Nov 04, 2024
Authors
Cheng-Ji Lai
Tags
VR games
CLIL
English learning
poster design
presentation skills
multimodal expression
self-regulated learning
Related Publications
Explore these studies to deepen your understanding of the subject.
