Potential of spherical virtual-based video reality (SVVR) through smartphone in learning Indonesian in the vocational education system
Article Sidebar
-
SVVR, smartphone, Indonesian language, vocational education, Pedagogy
Abstract
In the lens of technology used in classroom instruction, the 360-video virtual reality begins to use in the education field. This study aimed to identify the Indonesian language students in the higher education level perceptions of the use of SVVR (Spherical Virtual-based Video Reality) which was operated through the smartphone. The performance expectancy (PE) and effort expectancy (EE) in the UTAUT theory was employed to assess the data. There were 131 sophomores who learn the Indonesian language in the tourism department in the State Polytechnic of Bali involved to provide specific arguments through the questionnaire. The result of the study explained that learners in the Polytechnic education system were keen to engage SVVR (Spherical Virtual-Video Based Reality) during the teaching and learning process. Additionally, this learning medium elevated students’ urge significantly in learning the Indonesian language. Subsequently, the SVVR will be a promising tool employed by the lecturer who teaches the learners in the applied education system. These learning materials ought to be explored and developed more systematically by lecturers in underpinning students’ demand for knowledge and materials understanding in vocational education.
Full text article
References
Abd Karim, R., Abu, A. G. Bin, Adnan, A. H. M., & Suhandoko, A. D. J. (2018). The use of mobile technology in promoting Education 4.0 for higher education. Advanced Journal of Technical and Vocational Education, 2(3), 34–39.
Abdu, A.-K. (2018). A review of technology integration in ELT: From CALL to MALL. Language Teaching and Educational Research, 1(1), 1–12.
Alalwan, N., Al-Rahmi, W. M., Alfarraj, O., Alzahrani, A., Yahaya, N., & Al-Rahmi, A. M. (2019). Integrated three theories to develop a model of factors affecting students’ academic performance in higher education. Ieee Access, 7, 98725–98742.
Ali, W. (2019). The Efficacy of Evolving Technology in Conceptualizing Pedagogy and Practice in Higher Education. Higher Education Studies, 9(2), 81–95.
Azli, W. U. A. W., Shah, P. M., & Mohamad, M. (2018). Perception on the usage of mobile assisted language learning (MALL) in English as a second language (ESL) learning among vocational college students. Creative Education, 9(01), 84.
Bahari, A., & Salimi, M. (2021). Challenges and Affordances of Developing Receptive and Productive Skills via Technology-Based Instruction. Computer Assisted Language Learning Electronic Journal (CALL EJ), 22(1), 25.
Berns, A., Mota, J. M., Ruiz-Rube, I., & Dodero, J. M. (2018). Exploring the potential of a 360 video application for foreign language learning. Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality, 776–780.
Cárdenas-Moncada, C., Véliz-Campos, M., & Véliz, L. (2020). Game-based student response systems: The impact of Kahoot in a Chilean vocational higher education EFL classroom. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 21(1), 64–78.
Chang, C.-Y., Sung, H.-Y., Guo, J.-L., Chang, B.-Y., & Kuo, F.-R. (2019). Effects of spherical video-based virtual reality on nursing students’ learning performance in childbirth education training. Interactive Learning Environments, 1–17.
Dumpit, D. Z., & Fernandez, C. J. (2017). Analysis of the use of social media in Higher Education Institutions (HEIs) using the Technology Acceptance Model. International Journal of Educational Technology in Higher Education, 14(1), 1–16.
Elaish, M. M., Shuib, L., Ghani, N. A., Yadegaridehkordi, E., & Alaa, M. (2017). Mobile learning for English language acquisition: taxonomy, challenges, and recommendations. Ieee Access, 5, 19033–19047.
Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher education: understanding conceptual change and development in practice. Higher Education Research & Development, 36(1), 73–87. https://doi.org/10.1080/07294360.2016.1171300
Essel, H. B., Nunoo, F. K. N., Tachie-Menson, A., & Amankwa, J. O. (2018). Higher Education Students’ Ownership and Usage of Smart Phones and Tablets: The Case of Kwame Nkrumah University of Science and Technology (KNUST). International Journal of Educational Technology, 5(1), 20–28.
Gilakjani, A. P. (2017). A review of the literature on the integration of technology into the learning and teaching of English language skills. International Journal of English Linguistics, 7(5), 95–106.
Hamidi, H., & Chavoshi, A. (2018). Analysis of the essential factors for the adoption of mobile learning in higher education: A case study of students of the University of Technology. Telematics and Informatics, 35(4), 1053–1070.
Hashim, H., Yunus, M. M., Embi, M. A., & Ozir, N. A. M. (2017). Mobile-assisted language learning (MALL) for ESL learners: A review of affordances and constraints. Sains Humanika, 9(1–5).
Huang, H., Hwang, G., & Chang, C. (2020). Learning to be a writer: A spherical video‐based virtual reality approach to supporting descriptive article writing in high school Chinese courses. British Journal of Educational Technology, 51(4), 1386–1405.
Kacetl, J., & Klímová, B. (2019). Use of smartphone applications in english language learning—A challenge for foreign language education. Education Sciences, 9(3), 1–9. https://doi.org/10.3390/educsci9030179
Kassem, M. A. M. (2018). The effect of a suggested in-service teacher training program based on MALL applications on developing EFL students’ vocabulary acquisition. Journal of Language Teaching and Research, 9(2), 250–260.
Khan, R., Radzuan, N., Alkhunaizan, A., Mustafa, G., & Khan, I. (2019). The efficacy of MALL instruction in business English learning.
Lin, H. C.-S., Yu, S.-J., Sun, J. C.-Y., & Jong, M. S. Y. (2019). Engaging university students in a library guide through wearable spherical video-based virtual reality: Effects on situational interest and cognitive load. Interactive Learning Environments, 1–16.
Lin, J.-J., & Lin, H. (2019). Mobile-assisted ESL/EFL vocabulary learning: a systematic review and meta-analysis. Computer Assisted Language Learning, 32(8), 878–919.
Ma, Q. (2017). A multi-case study of university students’ language-learning experience mediated by mobile technologies: A socio-cultural perspective. Computer Assisted Language Learning, 30(3–4), 183–203.
Metruk, R. (2019). The call of the MALL: the use of smartphones in higher education. A literature review. Dilemas Contemporáneos: Educación, Política y Valore, 6(3).
Metruk, R. (2020). EFL learners’ perspectives on the use of smartphones in Higher Education settings in Slovakia. Electronic Journal of E-Learning, 18(6), pp537-549.
Morell, T. (2015). International conference paper presentations: A multimodal analysis to determine effectiveness. English for Specific Purposes, 37, 137–150.
Nami, F. (2020). Educational smartphone apps for language learning in higher education: Students’ choices and perceptions. Australasian Journal of Educational Technology, 36(4), 82–95.
Persson, V., & Nouri, J. (2018). A systematic review of second language learning with mobile technologies. International Journal of Emerging Technologies in Learning, 13(2).
Repetto, C., Di Natale, A. F., Villani, D., Triberti, S., Germagnoli, S., & Riva, G. (2021). The use of immersive 360° videos for foreign language learning: a study on usage and efficacy among high-school students. Interactive Learning Environments, 1–16.
Shadiev, R., Hwang, W.-Y., & Huang, Y.-M. (2017). Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30(3–4), 284–303.
Spilski, J., Exner, J.-P., Schmidt, M., Makhkamova, A., Schlittmeier, S., Giehl, C., Lachmann, T., Pietschmann, M., & Werth, D. (2019). Potential of VR in the vocational education and training of craftsmen. Proceedings of the 19th International Conference on Construction Applications of Virtual Reality.
Sural, I. (2018). Augmented Reality Experience: Initial Perceptions of Higher Education Students. International Journal of Instruction, 11(4), 565–576.
Symonenko, S., Zaitseva, N., Osadchyi, V., Osadcha, K., & Shmeltser, E. (2020). Virtual reality in foreign language training at higher educational institutions.
Venkatesh, V., Thong, J. Y. L., & Xu, X. (2016). Unified theory of acceptance and use of technology: A synthesis and the road ahead. Journal of the Association for Information Systems, 17(5), 328–376.
Wu, W.-L., Hsu, Y., Yang, Q.-F., Chen, J.-J., & Jong, M. S.-Y. (2021). Effects of the self-regulated strategy within the context of spherical video-based virtual reality on students’ learning performances in an art history class. Interactive Learning Environments, 1–24.
Yudhiantara, R. A., & Saehu, A. (2017). Mobile-assisted language learning (MALL) in Indonesian Islamic higher education. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 2(1), 21–31.
Yükselir, C. (2017). A meta-synthesis of qualitative research about mobile assisted language learning (MALL) in foreign language teaching. Arab World English Journal (AWEJ) Volume, 8.