Motivating Ethnic Minority Students in Hong Kong to Learn Chinese Culture with EduVenture VR

Abstract

This paper presents our initiative for leveraging SV-IVR (spherical video-based immersive virtual reality) to give Hong Kong ethnic minority students exposure to local Chinese culture via EduVenture VR—an interactive learner-immersed virtual interactive learning application. The work was conducted in the COVID-19 pandemic context; outdoor fieldwork-based learning was not recommended in the circumstance. The research participants were 63 ethnic minority students (from Grade 7 to Grade 9) from a Hong Kong secondary school. The ARCS model of instructional motivation was employed to evaluate the motivational effectiveness of the Chinese culture learning activity supported by EduVenture VR. In the study, we obtained positive results in terms of the 4 motivational dimensions: “Attention,” “Relevance,” “Confidence’ and “Satisfaction.”