The Impact of Using Spherical Video-Based Virtual Reality and Conventional Video on Writing Competence, Motivation, Class Engagement, and Learning Perception
Keywords:
classroom engagement; learning perception, observational writing; spherical video-based virtual reality (SVVR); conventional video (CV); writing motivationAbstract
This study aims to investigate the comparative impact of spherical video-based virtual reality (SVR) and conventional video (CV) on students' writing competence, motivation, class engagement, and student perception. A quasi-experimental method was used involving 250 junior high school students who were divided into two groups, experimental and control. The experimental group received writing instruction assisted by SVVR while the control group used CV. The instruments used were the writing competence rubric, the writing motivation scale and the class engagement questionnaire. The data analysis entailed the Shapiro–Wilk test, paired-sample t-tests, and ANCOVA. The study results showed that the use of SVVR was more effective in improving the ability to write observational texts than CV in the dimensions of organization, content, feelings, and vocabulary use. The improvement of writing skills occurs due to in-depth situational experiences through SVVR features such as videos, 360° images, background sound, and quizzes, the students being facilitated with concrete experiences, reflection, observation, and verification. The next finding was that the use of SVVR was also able to increase writing motivation, class engagement, and positive perceptions. Thus, it can be concluded that the use of SVVR is more effective in improving students' writing skills, motivation, classroom engagement, and positive perceptions than conventional video CV. This study implies that writing instruction integrated with SVVR can bridge the gap between immersive situational experiences and the achievement of writing goals, thereby improving students' writing skills, motivation, classroom engagement, and positive perceptions.
https://doi.org/10.26803/ijlter.25.3.23
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