Students’ Conceptions of Interactive Spherical Video-based Virtual Reality Supported Chinese Writing Learning

Abstract

This qualitative study reports the results of a phenomenographic analysis of students’ conceptions of Interactive Spherical Video-based Virtual Reality (ISVVR) supported Chinese writing. In the study, six Grade-9 students in Hong Kong participated in an ISVVR supported Chinese writing learning program. Data were collected through semi-structured interviews. Three qualitatively different themes related to ISVVR supported Chinese writing learning were revealed: 1) purpose of learning Chinese writing, 2) use of ISVVR to improve Chinese writing, and 3) motivation of using ISVVR to learn Chinese writing. Different conception categories of the themes form a hierarchy and show a trajectory that writing paradigm shifts from learner-oriented to author-oriented. This study offers an empirical reference for teachers and researchers to have a closer look at students’ conceptions of Chinese writing and ISVVR supported Chinese writing.