Poster E65, Monday, March 27, 2:30 – 4:30 pm, Pacific Concourse
Differences in Foreign Vocabulary Learning Outcomes Between Virtual Environment Immersion-based, Text-based, and Picture-based Learning
Brandin Munson1, Arturo Hernandez; 1University of Houston
The main focus of the present study was to compare foreign vocabulary learning outcomes between immersion-based, text-based, and picture-based training within a 3D virtual environment. The present study explored differences across time between groups assigned to one of these training methods on quizzes testing generalization of foreign vocabulary to real-world pictures. A 3D virtual foreign vocabulary learning environment created by ESLI, a language learning company, was utilized. Only the immersion group was able to explore the world and see the physical objects, while the other two were limited to learning Spanish audio from either 1) English text translations or 2) picture presentations, both within a classroom area. Each group completed all 3 sections of material on 4 separate occasions, and took quizzes on vocabulary knowledge and generalization after every section. A 3x4 mixed-measures ANCOVA was conducted, comparing participants of different foreign vocabulary learning methods (either immersion, text, or picture) on quiz accuracy over a time period of 4 learning and testing sessions, while controlling for prior foreign (Spanish) vocabulary knowledge. Analyses were conducted on a multiply imputed final sample of 32 participants. While Spanish vocabulary and time each significantly predicted accuracy (p’s < 0.05), neither the main effect of condition nor the interaction of condition and time significantly predicted accuracy (p’s > 0.1). T-tests reveal immersion-based learning to have lower overall accuracy than either text-based or picture-based learning, with no significant differences between text-based or picture based learning. Implications and potential future directions are explored.
Topic Area: LANGUAGE: Other