Experiment on the effects of Immersive Learning Simulation (ILS) and Dynamic Image Schema (DIS) on the achievements of EFL learners across gender

Immersive Learning Simulations (ILSs) in virtual worlds are viewed as a viable teaching platform which is able to facilitate highly interactive, engaging, multimodal learning experiences for learners, and many believe they have the potential to radically transform education (Gregory, Lee, & Dalgarno, 2011). Some researchers (Bowers & Ragas, 2010; Neskill, 2005; Warburton, 2009; Zero, 2009) have done extensive investigations on the effects of ILS on self-construction of knowledge by learners in the virtual worlds. Other researchers (Regina, 2011; Stewart, Pope & Duncan, 2009) demonstrated the validity of integration of serious games or immersive learning simulations (ILS) in educational institutions and other fields. However, almost no previous researches on ILS have been conducted in the area of foreign language acquisition.;The purpose of this study is to examine the effects of Immersive Learning Simulation (ILS) and Dynamic Image Schema (DIS) on EFL learners' knowledge acquisition by employing the Dynamic System Theory (DST) perspective. This study focuses on how the combination of ILS and DIS will enhance the process of language acquisition by English as a Foreign Language (EFL) learners.;This study will follow the guidelines of a quasi-experiment as described by Cresswell (2009) with a 2x3 post test only study involving 90 subjects. The independent variables are various instructional dimensions and Gender. The dependent variable is achievement of EFL learners' knowledge acquisition. A one way analysis of variance and a 2x3 Factorial ANOVA will be used to calculate the inferential statistics of this study. Finally, the experiment results, their implication for EFL teaching and learning, and directions for future research also will be discussed.