초등학생 대상 AR/VR 활용 영어교육 효과: 메타분석

초록

This study aimed to assess the effectiveness of virtual reality-based English education for Korean elementary students and to identify practical implications. Research up to June 30, 2023, was reviewed, focusing on keywords like 'elementary school students,' 'English,' 'virtual reality,' 'augmented reality,' 'VR,' and 'AR.' A total of 9 studies were chosen for meta-analysis. From these studies, 50 effect sizes were extracted and analyzed. Using a random effects model, the overall effect size of virtual reality-based English education for elementary students was .26 in standardized mean difference. The effect sizes were 0.37 in the cognitive domain and 0.43 in the affective domain, with the latter showing a larger effect. Within the cognitive domain, the effect sizes were highest for phonics, followed by vocabulary, reading, and writing. In the affective domain, English confidence had the highest effect size, followed by satisfaction and learning flow. The effect size was .63 for 3rd and 4th graders, .30 for 1st and 2nd graders, and 0.20 for 5th and 6th graders. This difference was statistically significant. This study offered foundational data for evidence-based English curriculum development using virtual reality in elementary education. It highlighted the need for integrated research, including meta-analysis, quantitative, qualitative, and mixed research, in the context of evolving artificial intelligence. Future studies on virtual reality-related variables are essential.

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