Cheng, H., & Zhan, H. (2025). An Explorative Case Study of the Integration of a Fully Immersive VR Game Into the Chinese Classroom. Journal of Technology and Chinese Language Teaching, 16(1), 1-29.
[鄭琇仁, & 戰紅. (2025). 融入沉浸式虛擬實境遊戲於中文課程之探索性個案研究. 科技与中文教学 (Journal of Technology and Chinese Language Teaching), 16(1), 1-29.]

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Abstract/摘要：

This case study aims to integrate a story-driven virtual reality (VR) game into a Chinese lesson to investigate the dynamic interactions between teacher facilitation, student engagement, and language learning within a VR environment. Based on the theory of affordance, three VR learning tasks were designed to engage the student with a virtual environment to learn Chinese. Data was analyzed using descriptive analysis and chi-square tests. The findings reveal that while technical assistance played a crucial role in the initial VR game learning stages, questioning strategies and story-driven facilitation techniques proved to be more effective in fostering meaningful language learning. The study highlights the importance of balancing technical guidance with immersive, content-driven questioning to maximize student engagement and language acquisition in VR-based instruction.

此個案研究旨在將一款以故事導向的虛擬實境遊戲(VR)融入中文課程並探究此學習環境下教師輔助、學生參與、語言學習間的互動關係。依據賦能理論，研究者設計了三項沉浸式虛擬實境的學習任務，以促進學生在虛擬環境的中文學習。資料分析採用敘述性統計以及卡方檢定，顯示在VR遊戲學習的初期階段，教師的技術協助扮演重要角色，而教師的提問策略以及故事內容相關的教學指引更能有效促使有意義的語言學習。研究結果強調，在VR融入中文教學中，需在教師技術指導與內容導向的提問策略之間取得平衡，使學習者參與以及語言習得的效果最大化。