ABSTRACT

The large-scale diffusion of tablets and smartphones in the last decades offered new opportunities to broaden educational strategies. In particular, the Mobile-Assisted Language Learning (MALL) emerged as a promising approach leveraging the widespread availability of portable devices. In this study we investigated the feasibility and efficacy of a self-administered MALL homework training based on immersive 360° videos, compared to a training based on not-immersive standard videos showing the same visual content and enriched by an auditory description of the environment. The knowledge of target words was assessed before and after the training. In addition, students’ attitudes toward the technology were assessed before the training. Results indicated that students with a more positive attitude toward technology watched the videos more than those with a less positive attitude. Furthermore, students who underwent the training with 360°videos learned more words than students belonging to the control group, even after controlling for the number of videos views.

摘要

过去几十年平板电脑和智能手机的大规模普及为拓宽教育策略提供了新的机会。特别是，移动辅助语言学习（MALL）成为一种利用便携式设备广泛使用的有前途的方法。在这项研究中，我们调查了基于沉浸式 360° 视频的自我管理 MALL 作业培训的可行性和有效性，与基于非沉浸式标准视频的培训相比，该视频显示相同的视觉内容并通过对环境的听觉描述进行丰富。在训练之前和之后评估目标词的知识。此外，在培训前还评估了学生对技术的态度。结果表明，对技术持积极态度的学生比态度不太积极的学生观看视频的次数更多。此外，即使在控制了视频观看次数后，接受 360° 视频训练的学生也比对照组学生学到了更多的单词。