Film as an Immersive Environment for Language Development: A Case Study of College English Learners

The degree of learning engagement is a criterion for measuring whether the learning process of college students is effective and an important indicator for evaluating the quality of higher education. Currently, there is a lack of survey research focusing on the current situation of English learning engagement among non-English major college students. This study aims to explore the English learning engagement of non-English major college students by using the method of questionnaire survey. A questionnaire survey was conducted among 157 non-English major undergraduates in a certain university, including 59 male students and 98 female students. The survey results are as follows: (1) The levels of behavioral engagement, emotional engagement, and cognitive engagement in English learning among non-English major undergraduates are at a medium level. (2) The levels of behavioral and emotional engagement of female students are significantly higher than those of male students. (3) The levels of emotional and cognitive engagement of sophomores are significantly higher than those of freshmen. (4) The levels of behavioral, emotional, and cognitive engagement of liberal arts students are significantly higher than those of science students. These findings provide valuable insights into the English learning engagement of non - English major college students. And some useful implications are provided for teachers, universities, and students themselves to improve the overall quality of English learning engagement among this group of students. Future research could further explore the underlying reasons for these differences and seek more effective ways to enhance the English learning engagement and outcomes of non - English major college students.

Emerging technology like the Metaverse has shown significant potential in expanding learning opportunities. This includes immersive environments, virtual student-teacher interactions, and diverse locations for learning and teaching. In particular, the Metaverse can enhance different modes of instruction and assessment, a crucial component of effective learning processes. This study explores how pre- service teachers design immersive learning environments through Metaverse-based learning. Eighteen pre-service teachers at a private university in Indonesia participated in a required course and were tasked with Metaverse-based learning projects. They worked in pairs and were divided into two groups. Four pairs designed learning in a low immersion Metaverse environment, while the other four pairs worked on a high immersion Metaverse environment. Their instructional and assessment strategies were graded using rubrics, and their project presentations were recorded for qualitative analysis. The findings revealed that engagement and interactivity, which facilitate understanding and application of learning objectives, were more aligned in the high immersion environment. Additionally, the quality of feedback, a key part of assessment, was rated higher in high immersion environments. From a qualitative perspective about the challenges in designing Metaverse-based learning, while high immersion environments offer advanced features that can enhance learning, they also present complexities that challenge the pre-service teachers' ability to manage and utilize these features effectively. Conversely, low immersion environments, although seemingly less technologically daunting, offer their own key challenges in terms of content integration and platform interconnectedness.

This paper investigated the immersive environment's contributing factors in developing learners' metacognitive learning strategies in an Indonesian English village. This study applied qualitative design through an ethnographic approach involving 14 participants from six English-speaking courses in “Kampung Inggris Pare,” Indonesia. Data were collected from observation, interviews, and photographs, then analyzed in six stages: preparing raw data, organizing data for analysis, reading all the data, coding data, communicating the theme/description, and interpreting the meaning. The results indicated that the English village accommodates establishing the Authentic Immersion Environment, English Camps, and exciting classroom activities. The elements assisted the learners in centering, planning, arranging, monitoring, and evaluating their learning while studying and staying for some months in this environment. This study promotes three elements of an English village-based immersion environment and presents how their role commits to developing learners' metacognitive learning strategies in learning English.
 Abstrak: 
 Makalah ini menyelidiki faktor-faktor pendukung lingkungan imersif dalam mengembangkan strategi pembelajaran metakognitif siswa di kampung bahasa Inggris Indonesia. Penelitian ini menerapkan desain kualitatif melalui pendekatan etnografi yang melibatkan 14 responden dari enam kursus berbahasa Inggris di “Kampung Inggris Pare,” Indonesia. Data dikumpulkan dari observasi, wawancara, dan foto, kemudian dianalisis dalam enam tahap: menyiapkan data mentah, mengorganisir data untuk analisis, membaca semua data, mengkodekan data, mengkomunikasikan tema/deskripsi, dan menafsirkan makna. Hasil penelitian menunjukkan bahwa kampung Inggris mengakomodasi pembentukan Authentic Immersion Environment, English Camps, dan kegiatan kelas yang menyenangkan. Unsur-unsur tersebut membantu siswa dalam memusatkan, merencanakan, mengatur, memantau, dan mengevaluasi pembelajaran mereka selama belajar dan tinggal beberapa bulan di lingkungan tersebut. Penelitian ini mempromosikan tiga element lingkungan imersi berbasis kampung bahasa Inggris dan menyajikan bagaimana peran mereka berkomitmen untuk mengembangkan strategi pembelajaran metakognitif siswa dalam belajar bahasa Inggris.

The present work introduces a cyclical model which showcases the process of immersion during Immersive Technological Experiences (ITEs) such as Virtual Reality, Augmented Reality and Mixed Reality. This model is based on the identified concepts around immersion and immersive environments across 30 years. The concepts' similarities were used to organize them on a cyclical model by acknowledging the user's presence at the beginning and end of immersive experiences. The proposed model's value relies on its cyclical approach based on a user-centred perspective and having a general overview of the immersion process. The Immersive cycle can serve as a mapping tool for developers and researchers, thanks to the inclusion of guidelines that complements the model. Both of these were used in three different examples of ITEs. Furthermore, the cyclical model could be used as a tool for ideation and conceptualization during the early stages of developing immersive experiences. Nevertheless, it is recognized that this is the first step in developing this model; therefore, it still needs to be validated and improved based on tests with developers, designers and researchers in the field.

This is an investigation in how VR can simulate experiences designed for large scale immersive environments. Immersive display and interaction environments and systems have been utilised in simulation, visualisation, entertainment, the arts and museological context for a long time before VR made its resurgence only a few years back. These systems include amongst others 360 degree cylindrical projection environments [3], curved screens, hemispherical projection systems [1] and multi-perspective installations [2]. In comparison to traditional screen based media, immersive environments provide a unique delivery platform for ultra-high resolution digital content at a real-world scale and for multiple simultaneous viewers. This makes them the ideal stage for impactful experiences in public museums, festivals and exhibitions. Applications and experiences created for a specific platform rely on the complex and costly technical infrastructure they were originally designed for. Descriptions and video documentation only go so far in illustrating an immersive experience. The embodied aspect, the emotional engagement and the dimensional extend, central to immersion, is mostly lost in translation. This project offers a prototypical implementation of a large scale virtual exhibition incorporating various immersive environments and applications situated within a fictional 3D scene (Figure 1). The focus is on simulation and conservation of existing applications and to create test bed for future projects.

This study examines test-taker perceptions of global and local English proficiency tests, focusing on suitability, preparation, and engagement. Although previous studies have explored English proficiency testing from policy or outcome-based perspectives, limited research has integrated test suitability with preparation processes and emotional engagement from the learners' viewpoint. Using a basic interpretative qualitative design, data were collected through interviews with test-takers who had experience with both global and local English proficiency tests. This study contributes to language assessment research by offering an integrated learner-centered account of how experiences with global and local English proficiency tests shape test suitability, preparation processes, and emotional engagement. The findings indicate that test-takers perceived suitability as a contextual fit rather than an inherent test quality. Global tests were viewed as appropriate for international academic and professional goals due to their recognition, but were also considered demanding and emotionally challenging. In contrast, local tests were perceived as more suitable for institutional purposes due to their familiarity and alignment with the context. These perceptions shaped preparation strategies and engagement. Overall, the study highlights the central role of test-taker perceptions in shaping test experiences and suggests the need for assessment practices that balance global recognition with local relevance.

This study has explored emotional engagement among learners who learned English for Academic Purposes (EAP) in the context of a key provincial university in China. The objective of this study is to investigate the components of emotional engagement and their relationship with learners’ language achievement. The significance of the current study accentuates the multifaced nature of emotional engagement in specific contexts. A total of 399 non-English major undergraduates responded in an adapted version of emotional engagement scale. Both an exploratory and confirmatory factor analysis were conducted to identify specific components of learners’ emotional engagement. The findings have showed five components of EAP learners’ emotional engagement: enthusiasm for academic English, appreciation for teachers, satisfaction with school environment, positive feelings with peers and aversion to learning academic English. Learners’ language achievement was found significantly related to aversion to learning academic English, while there was no significant relationship between learners’ language achievement and enthusiasm for academic English, appreciation for teachers, satisfaction with school environment, and positive feelings with peers. The research findings generate important insights for teachers and researchers on the connection of different facets of learners’ emotional engagement with their language achievements, and pedagogical implications have also been suggested.

Immersive narratives—narratives viewed in immersive mediated environments—are a promising tool for increasing empathy and persuasion due to their presumed capacity to place viewers inside a story world. Empirical studies, however, have produced mixed findings. This meta-analysis synthesized findings on the effects of narratives viewed in high (vs. low) immersive environments on empathy and persuasion (k = 25). It also examined the impact of narratives viewed in high (vs. low) immersive environments on presence and narrative transportation, psychological constructs associated with two key mechanisms identified in immersive narrative research. Results showed that narratives viewed in high (vs. low) immersive environments had small positive effects on empathy and persuasion. The effect of immersion level on presence was significant, positive, and strong, but the effect on transportation was not significant, perhaps due to the limited sample size (k = 4). This study contributes to further understanding the potential of immersive narratives.

This research investigates the correlation between student engagement and learning achievement in English among ninth-grade students at UPT SMPN 3 X Koto. Despite high engagement levels, low academic performance in English has been observed, suggesting varying combinations of behavioral, emotional, and cognitive engagement. The study aims to explore how different dimensions of engagement impact learning outcomes in the context of English language learning. Utilizing a correlational design with total sampling, data was collected through a validated student engagement questionnaire and standardized English proficiency tests to measure learning achievement. The Pearson Product Moment Correlation Coefficient was employed for data analysis using SPSS 25. The findings reveal a statistically significant positive correlation between emotional engagement and learning achievement, emphasizing the crucial role of emotional factors in predicting academic success. The results highlight the importance of fostering emotional engagement strategies to enhance English language learning outcomes among ninth-grade students.

Virtual reality (VR) is emerging as a transformative tool in education, offering immersive experiences that deeply engage learners. While its use in various educational contexts has been explored, VR’s potential in Holocaust education, a subject requiring sensitive engagement, remains under-researched. This study addresses this gap by comparing the effectiveness of VR and traditional film in Holocaust education, involving 182 university students in Israel. In line with the Cognitive Affective Model of Immersive Learning (CAMIL) (Makransky, Petersen, et al. 2021), the study evaluates the impact of both mediums on immersion and emotional engagement. CAMIL suggests that immersive learning environments, like VR, are most effective when they allow deep emotional and cognitive engagement, particularly with challenging content such as the Holocaust. The findings reveal that VR significantly outperforms traditional film in fostering heightened immersion and evoking emotional responses like interest, inspiration, and pride. These emotions are crucial for fostering empathy and meaningful reflection, which traditional films often struggle to achieve. By immersing students in pivotal historical moments, VR has the potential to revolutionize Holocaust education, promoting deeper empathy and affective involvement, ultimately providing a more impactful learning experience.

The effects of microstructural factors, including the fraction of second phase particles and solute content in the matrix, on the corrosion behavior of as-extruded Mg-Sn-Zn alloys were evaluated by immersion and salt spray testing. After immersion testing, the average corrosion rate increased with the increase in Sn content and decrease in Sn:Zn ratio. On the other hand, after salt spray testing, the average corrosion rate increased with the increase in Sn content, but it was minimized at the Sn:Zn ratio of 5:2. Hydrogen evolution appeared to be the dominant controlling factor of corrosion during immersion, while the partial protectiveness of the film also contributed to the corrosion during salt spray testing.

Comparison of the corrosion behaviour of AZ31B magnesium alloy under immersion test and potentiodynamic polarization test in NaCl solution

Magnesium alloys have gained considerable interest as a material for automotive and aerospace applications due to its low density, high specific strength and good castability. However, an issue is their corrosion properties. This restricts their practical applications. In this work, a comparative evaluation of corrosion behavior of friction stir welded AZ61A magnesium alloy weldments was investigated by immersion and salt spray corrosion tests. Extruded Mg alloy plates of 6 mm thick of AZ61A grade were butt welded using friction stir welding (FSW) process. The specimens were exposed to immersion and salt spray environments in order to characterize their corrosion rates. In addition, an attempt was made to develop an empirical relationship to predict the corrosion rate of the FSW joints in immersion tests and salt spray corrosion tests using response surface methodology. The corrosion morphology and pit morphology observation was carried out by optical microscopy. General corrosion was more prevalent on the immersion surface. However, the pits on the salt spray surface showed larger surface areas, larger volumes, and covered more area on the micrographs as compared to the pits on the immersion surfaces, due to the pit debris that trapped chloride ions within the pits. Finally, it concludes that the FSW AZ61A weldments are suitable for immersion conditions than salt spray environments.

The aim of the present study is to analyse, through direct observations, the communicative competence of children's caregivers and children's language development in different situational contexts in Italian nursery schools (for children aged between six and 36 months, i.e. crèches) and infant schools (for children aged between 38 and 72 months, i.e. kindergartens). Children's and adults' language production (i.e. number of utterances, number of words, and mean length of utterances), interactive episodes (i.e. a string of sentences involving at least two interlocutors), and adults' conversational functions) were considered in three situational contexts in both nursery and infant schools (mealtime, storytime and free play for the former; circle time, direct questions, and free conversation for the latter). One hundred and nineteen preschool children and 21 adults (12 educators for the nurseries and nine teachers for the infant schools) from seven educational settings participated in the study. Data analysis showed differences in children's language production, adults' conversational functions, categories of interactive episodes and adults' communicative competence in the situational contexts considered both in the two facilities taken separately, and between the two facilities. Moreover, there emerged a relationship between children's language development and adult speech characteristics: in particular, the educators' and teachers' tutorial and conversational functions appeared to be related to greater language production in the children within the contexts.

An immersive environment provides multiple users a shared space for collaborative data explorations through head-mounted displays (HMDs). Effective collaboration is built based on different strategies, including the ability to focus on one's own tasks, be aware of others' location, orientation and scale, as well as share data/insights when needed. However, for astronomical data exploration, it might be the case that abundant information is distributed at multiple levels of magnitude. Therefore, it is difficult to observe others' contextual situations and exchange insights efficiently due to the reason that collaborators' avatars may be too far or even in different scales. In this work, we use World-in-Miniature (WiM) to show the virtual environment at the level of each user. Based on that, we propose L-WiM, a novel interactive user interface for collaborative astronom-ical data exploration that links multiple WiMs. Through L-WiM, collaborators can see their contextual information at a glance, such as the scales, spatial locations, view directions as well as the sur-rounding environment. Users are supported to communicate via voice messages and visual cues after they select other users' WiMs.