Research On Perception,Acceptance And Application Of Spoken Language Teaching Based On Virtual Reality Technologies

The effectiveness of technology cannot be separated from human perception,acceptance and application.With the development of networked,mobile and intelligent education,students’ perception,acceptance and willingness to participate in the education model are increasingly becoming key factors in determining the success or failure of education.The satisfaction of learners’ needs and motivation are the inner core driving force to improve teaching effectiveness.Taking the cutting-edge virtual reality technology as the entry point and the spoken language teaching as the application background,the research starts from the basic psychological needs and experience and exploration needs of people and studies how virtual reality spoken language teaching can satisfy learners’demands and stimulate their intrinsic motivation and learning investment in order to solve the common problems of low-level spoken language teaching effectiveness and motivation such as "dumb foreign language",oral communication anxiety,and low willingness to communicate through function and experience design.Although the research is aimed at the application and integration effect of virtual reality technology in spoken language teaching,the research results have broad reference significance for online education,especially for the online education that is widely used due to the current epidemic situation.At present,the application research of virtual reality technology in foreign language teaching is still very scarce.In the research of virtual reality education,there is also a lack of systematic research on the construction of the theoretical framework of virtual reality perception experience,teaching model acceptance behavior and teaching model application.To make up for the deficiencies of these studies helps to promote the application and popularization of virtual reality education.The research has conducted in-depth research on the application of virtual reality technology in spoken language teaching from the perspectives of perception,acceptance and application.The research has great practical significance and theoretical value to the application of virtual reality technology in classroom teaching and online education,and to the study of virtual reality on human psychological perception.Research innovations include the following aspects:(1)Construct a virtual reality spoken language teaching presence theory frameworkBoth presence and 31 characteristics are key features that can represent virtual reality technology,but few studies have explored the internal connection between presence structure and 31 characteristics.The fragmentation of concepts may lead to incomplete representation of virtual reality perception.The study analyzes the spatial presence,immersion,realness,interaction and social presence in the presence of virtual reality environment,constructs a virtual reality spoken language teaching presence theory framework based on the presence core composition,31 characteristics and foreign language teaching background,it analyzes and verifies the interrelationship of all dimensions by empirical methods.(2)Reveal the learner acceptance behavior mechanism of virtual reality technologyIn the study of the acceptance behavior of the virtual reality environment,there is a lack of in-depth mining of the impact mechanism of presence.Based on the presence theory framework,the study draws on the flow experience and technology acceptance model to establish the virtual reality technology learner acceptance model.Using the structural equation model,an empirical method is used to reveal the effect mechanism of presence on virtual reality teaching acceptance behavior.On the other hand,in the study of the acceptance behavior of virtual reality teaching mode,there is a lack of research on the influence mechanism of individual characteristics on the acceptance behavior,the study uses gender,age,education,and specialty as multi-dimensional categorical variables to investigate and reveal the differences in the presence and acceptance mechanisms of different groups.(3)Construct the effect mechanism of virtual reality educationAt the theoretical research level of virtual reality education,few studies focus on the relevance of instructional design,experience perception and intrinsic motivation,existing research has insufficient explanatory power on the mechanism of virtual reality education effectiveness.The research combines constructivist teaching theory,self-determination motivation theory and presence theory,systematically constructs and analyzes the demand-motivation-action effect mechanism of virtual reality education from the three levels of instructional design,motivation and experience design.The main research contents and research results are shown below.First,construct the virtual reality spoken language teaching presence theory framework.On the basis of sorting out the classic theoretical structure of presence,the 31 characteristics of virtual reality are internalized into the dimension design of presence,and combines with the application background of spoken language teaching,the theoretical framework of presence in virtual reality spoken language teaching is constructed.The presence of virtual reality spoken language teaching is composed of spatial presence,immersion,realness,interaction and social presence.The study combines with the classic media perception research literature to develop the virtual reality spoken language teaching presence scale,revises the structure of the scale through reliability and validity tests,the empirical analysis verifies the correlation between the dimensions of presence.Taking gender,age,education,specialty,and the degree of identification of vision as the primary sensory representative system as the multidimensional categorical variable,it reveals the group differences of presence.The study finds that:females have a higher presence,the 14-18 age group has a higher spatial presence,and the higher the degree of recognition of vision as the primary sensory system the group has,the higher the overall presence.Second,construct the virtual reality spoken language teaching acceptance model.Drawing on the influence mechanism of flow experience on motivation beliefs,which include learning engagement,learning effectiveness and perceived ease of use,the theoretical framework of virtual reality presence experience is integrated as a latent variable into the technology acceptance model to construct virtual reality spoken language teaching acceptance model,and it develops the acceptance model scale.Using the structural equation model to empirically analyze the acceptance behavior of virtual reality spoken language teaching,it reveals the impact mechanism of presence on acceptance behavior,the research finds that:the dimension of presence that affects the ease of perception is interaction,spatial presence,immersion and realness,the dimension of presence that affects the usefulness of perception is social presence and interaction.In general,interaction and social presence are the dimensions of presence that have the greatest impact on acceptance behavior.Third,reveal the group differences of the influence mechanism of acceptance behavior.Using gender,age,education level,specialty,and oral English level as multi-dimensional categorical variables,the research object is divided into groups from multiple angles,in-depth research on acceptance behavior mechanism differences of different groups through moderating effect test method is conducted to verify that the presence of different groups has different influence mechanisms on acceptance behavior.The mediating effect statistical analysis method is used to further analyze the total effect of perceived usefulness and perceived ease of use on attitudes and behavioral intentions,the research finds that,overall,the acceptance behavior of female group is more affected by perceived ease of use and perceived usefulness than male group,and the perceived usefulness of male group has a greater impact on attitudes toward use than female group,14-18 year-old group’ acceptance behavior is affected more by perceived ease of use and perceived usefulness than those aged 19-23;the acceptance behavior of high school group is more affected by perceived ease of use,and the group order of impact of perceived usefulness on acceptance behavior from large to small is:high school group,undergraduate group,college group,the acceptance of liberal arts group is more affected by perceived usefulness and perceived ease of use,the acceptance behavior of group with low level of spoken language is more affected by perceived usefulness,the acceptance behavior of group with high level of spoken language is more affected by the perceived ease of use.The research conclusions provide a reference for grasping and improving the acceptance willingness of virtual reality spoken language teaching in various groups.Fourth,construct the virtual reality education effect mechanism and design the teaching mode.Systematically construct and analyze the effect mechanism of virtual reality education from the three aspects of instructional design,motivation mechanism and experience design with an integrative application of constructive teaching theory,self-determination motivation theory and presence theory.In essence,the research reveals the path of improving the effectiveness of virtual reality spoken language teaching mode,that is,it should work collaboratively from the three aspects of teaching content,teaching strategies and perceptual experience,and use the demand-motivation-action effect mechanism to promote the learning engagement of learners,and improve learning effectiveness.On this basis,the virtual reality spoken language teaching model is designed from the two aspects of teaching strategy and perception experience.The design of teaching strategies includes personalized learning,reflective learning,contextualized learning,collaborative learning,task-based learning and exploratory learning.The design of perceptual experience includes overall presence design,presence design distinguished by groups,and presence design close to the teaching content.Finally,the potential problems in teaching implementation are analyzed:VR teaching content,methods and environment design,VR equipment experience,technology threshold involved by educators,application costs,student behavior constraints,et al.The research conclusions provide a valuable reference for the construction and implementation of virtual reality spoken language teaching mode.How to make full use of the unique advantages of virtual reality technology to serve teaching is an issue worthy of attention in the development of educational informatization.It requires more scholars to conduct in-depth research on the application methods and effects of different types of virtual reality technology in teaching through teaching practice,prompting the continuous expansion of research methods and content,and enriching the educational research results of virtual reality technology.