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Incorporating Immersive VR Into Source-Based Writing: Perceived Affordances and Observed Effects on Source Integration Content and Forms
Abstract
Previous research into source-based writing by undergraduate post-novice L2 writers mainly focused on source integration techniques and perceived challenges. This study examined the effects of incorporating VR technology in practicing multi-modal source-based writing, using a pre-experimental study with 12 university student participants. Survey and interview results showed that most students regarded 2D and 3D VR as helpful for enhancing their writing motivation and learning effectiveness, with 3D VR regarded as more helpful; long-term benefits on source engagement, selection, and categorization were perceived, along with drawbacks of limited applicability to specialist content. Text analysis of the two tests revealed that nearly 70% of students improved competence in selecting relevant sources, accurately presenting source information, and summarizing source information. However, VR seemed to have little impact on developing students' ability to analyze source information.
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