Design Principles and Implementation Methods of Interactive Experience for Foreign Language Teaching in Virtual Reality Environment

Adapting to the characteristics of subject knowledge and the characteristics of the teaching audience are the issues that should be emphasized in the production of high-quality educational resources. Educational resources are designed to enable students to better understand textbook knowledge, and the design should originate from the textbook but be higher than the textbook, highlighting the key points and difficulties of teaching and expanding knowledge beyond the textbook. However, not all content requires the use of virtual studio technology. Should be based on analyzing the specific teaching content, clear teaching objectives to be achieved, and selecting the content suitable for virtual studio performance.

This is the first step in the design of high-quality educational resources based on virtual photo booths. Especially for those students who are difficult to understand, abstract and complex, teachers with language and conventional methods are not easy to speak clearly, the need to use virtual studio technology to express the content clearly, you can use the form of multi-media Hugh animation demonstration, the use of virtual studio technology, the mobilization of text, graphics, images, sound, video, animation, and other media information for the service of teaching and learning, so that the students’ interest in learning multiplied, attention, thinking Active, enhance the understanding and memory of knowledge.

The more media information is involved in educational resources, the more important it is to coordinate with each other, if the relationship between them is not handled well, it is very easy to make students’ senses conflict with each other, affecting the learning effect. According to the principle of educational psychology, the teaching process with aesthetic interest can fully mobilize students’ various senses, make them receive knowledge in a relaxed and pleasant situation, enhance their interest in learning, improve their memory, and achieve the best learning state. Therefore, the teaching content in educational resources should meet the psychological needs of students. Students of different ages have great differences in psychological characteristics, cognitive structure and ways of thinking, and their ability to accept knowledge and information varies under the same teaching environment. Therefore, the design of educational resources should take full consideration of the characteristics of students.

Scientific refers to the use of virtual photo booth technology to produce educational resources to show everything should be scientific, rigorous, not only a systematic system of scientific knowledge, in the presentation method and form to meet the cognitive laws and thinking characteristics of the learners, the quoted information must be accurate, the content of the expression of a clear, accurate, no secondary meaning. The use of virtual studio technology to produce educational resources is mainly reflected in the teaching design of the resources, including the determination of the teaching content, the choice of teaching methods, and so on. Scientificity is the soul of educational resources, and educational resources will not have any use value if they are not scientific.

Technical is the use of virtual studio of the various related technologies, according to the requirements of the teaching design, to carry out the selection of the appropriate technology, can easily create and learning context coordinated environment, produce a variety of realistic scenes, but also some abstract and complex teaching content and concepts of animation demonstration, so that students access to intuitive image. Produced educational resources are not only clear picture, continuous animation, color matching with a sense of beauty, fast and slow moderation, interaction design is reasonable, but also to meet the stability, easy to operate, easy to maintain and other technical characteristics.

In addition, because the virtual studio because not subject to time, space, funds, personnel and other aspects of the limitations of the creation of the background can be free to play. This can not only create the educational resources required in the reality of the scene, but also can create in the reality of the scene is difficult to realize or even the imagination of the space. The camera in the studio can move freely and shoot from multiple angles, so it can show a continuous process from different angles.

In the selection of samples, focusing on the populations in three different educational environments: colleges, junior colleges and high schools, and after determining the initial proportion of each population, random sampling of students was conducted in the contacted colleges, junior colleges and high schools to ensure that the questionnaire data were true and valid. In addition, in order to ensure that the subjects seriously watched the VR foreign language speaking contextual teaching introduction video, the video content related judgment questions were set in the beginning part of the questionnaire as a judgment standard for the initial screening of the sample, and on this basis, combined with the questionnaire’s answering time for the screening of the effective samples, and the on-site survey was carried out using paper questionnaires, and the author supervised the whole process of the attitude of the respondents.

The questionnaire survey for large samples began in October 2023, lasted 20 days, large sample questionnaire survey issued a total of 550 questionnaires, research areas including Beijing, Hebei, Hubei, Hunan, Jilin, Anhui, Liaoning and other 13 regions, a total of 531 questionnaires were recovered, with reference to the above four invalid questionnaires filtering rules to get the final valid questionnaires 488, the validity of the recovery rate of 92%. The effective recovery rate reaches 92%. Table 1 demonstrates the descriptive statistical analysis of demographic variables in the large-sample questionnaire data, including gender, age, education, arts and sciences, and the primary sensory representation system of the subjects. From the results of the descriptive statistics of the large sample of respondents in Table 1, the distribution of the data in terms of gender, age, literacy, specialty, and primary sensory representation system is not evenly distributed; in terms of gender, the proportion of females is more than the proportion of males, with the proportion of females accounting for 58.91% and males accounting for 41.09%; and in terms of literacy, the largest number of personnel are in the bachelor’s degree level, with the proportion of approximately 37.5%, and the master’s D. and above were the least, with a proportion of 9.84%; in terms of age, the largest proportion was in the age span of 19-23 years old, with a proportion of 57.38%; in terms of specialization, science and technology accounted for a higher proportion, with a proportion of 60.86%; and in terms of the distribution of the degree of identity of the primary sensory representation system as vision, the largest proportion was neutral, with a proportion of 50.41, and the proportion of those who were very much in agreement with the distribution of the degree of identity of the primary sensory representation system as vision, with a proportion of 27.05. The questionnaire was scored using a Likert seven-point scale scoring mechanism, where the research participants can measure all items related to sense of presence from seven points, from strongly disagree (1) to fully agree (7).

Studies have demonstrated that literacy level is a factor that influences how learners perceive education in virtual contexts. There is a negative correlation between the level of education and the sense of presence in the virtual environment. The subjects’ years of education are negatively correlated with their immersion level in immersive virtual environments. The education level of the research subjects in this study is divided into four types: high school (high school students), college (junior college students), bachelor’s degree (undergraduate students) and master’s degree (master’s doctorate students). In terms of the technological environment investigated in this study, this study concludes that as the level of education rises, the learner’s ability to think logically and view things objectively becomes stronger, and that a sense of presence emerges from the prerequisite of letting go of questioning about the virtual world, and that an increased level of rationality will no doubt affect the degree of presence. The increase in the degree of literacy will undoubtedly affect the generation of a sense of presence. Therefore, this study proposes the following research hypothesis:

H5: The higher the level of literacy, the lower the perception of the five dimensions of sense of presence.

Table 2 shows the descriptive statistical results of the sense of presence of the research subjects with different literacy levels. From the results of comparing the mean values of the sense of presence in each dimension, the mean values of the Koraka group in the five dimensions of the sense of presence are 5.2136, 4.9058, 4.8770, 4.7851, and 5.2189, respectively, which are higher than the mean values of the sense of presence of the other groups in the five dimensions, whereas the mean values of the college group, the bachelor’s degree group, the bachelor’s degree group, and the doctoral degree group are higher, Master’s and Doctoral groups have closer means. Whether the difference in the sense of presence is significant or not needs further analysis.

The five-dimensional differences in the sense of presence of groups with different levels of literacy were further examined by ANOVA, and a summary of the ANOVA of the differences in the sense of presence is shown in Table 3. As can be seen from Table 3, the between-group sum of squares for spatial presence was 30.518, with a mean square of 10.173 and an F of 6.767, and the within-group sum of squares was 652.416, with a mean square of 1.503, and the between-group differences were significantly greater than the within-group differences. And by making comparisons with the values of other dimensions, it was found that only the spatial proximity dimension had a significantly greater between-group than within-group difference, i.e.: there was a significant difference between the groups. By comparing the results of Bonferroni’s analysis after the fact, it was found that the spatial presence of high school students was significantly higher than that of college, undergraduate, and master’s and doctoral students, while there was no significant difference between the groups for the other dimensions of presence, and hypothesis H5 was partially confirmed.

The experimental subjects of this study were selected from Class 1 and Class 2 of the freshman year at the School of English Language and Culture of a university in Chongqing. The university divides students into A/B classes according to their English scores in the college entrance examination, in which class 1 and class 2 are both A classes, with relatively balanced learning levels, which can be used as a control experiment with more accurate results. Class 1 is the experimental class with 30 students, 16 boys and 14 girls, and class 2 is the control class with 30 students, 17 boys and 13 girls. The teaching experiment will use traditional methods and resources to implement teaching in class 2, while in class 1, virtual contextualized English resources will be combined with traditional methods.

In this paper, from the teaching reality, in the process of selecting the content of the virtual context college English course based on virtual reality technology, the teaching content is determined according to the teaching objectives and teaching progress as well as the content characteristics of the internship class in which it is located. In order to better utilize the advantages of virtual contextual teaching resources in college English listening and speaking courses, and effectively improve students’ English listening and speaking skills, the virtual contextual resources were created by selecting the contents of 1a-2b in Section A of the five units of the New Comprehensive Curriculum for College English (the first book), such as Unit1, Unit2, Unit3, Unit4, Unit5, etc., which are part of the content of each unit. This part is for each unit and is the basis for students to recognize and learn the new unit. Therefore, choosing this part of the course content to use virtual context teaching resources to carry out teaching is conducive to further enhancing students’ learning enthusiasm and independent learning ability, helping to improve students’ English listening and speaking ability, helping teachers to explain in-depth, and promoting the development of the teaching effect in the direction of more optimized.

At the end of the five units of teaching experimental control, this paper conducted listening and speaking tests on the experimental group 1 class and control group 2 class respectively, and statistically analyzed the scores of the two classes. As shown in Figure 3, the SPSS25 data processing software was used to describe the statistics of the unit listening test scores of the two classes. The minimum value of the scores in class 1 of the experimental group is about 56.5 points, the maximum value of the scores is about 85.8 points, the mean value of the scores is about 73.3 points, and the standard deviation is about 6.76; and the minimum value of the scores in class 2 of the control group is 48.7 points, the maximum value of the scores is 81.4 points, the mean value of the scores is about 67.2 points, and the standard deviation is about 9.82. It can be seen that the mean value of the overall posttest scores of class 1 of the experimental group is more than that of the control group, and students’ English listening and speaking ability has been greatly improved, then the use of virtual contextual English resources in college English courses can have an obvious promotion effect on students’ English language listening and speaking.

Figure 3.

Descriptive statistics of post-test results

As shown in Table 4, in the table of independent samples t-test results of hearing scores of the post-test experimental group 1 class and control group 2 class, the significance P=0.132>0.05 in the Levin’s test of equivalence of variances between experimental group 1 class and control group 2 class, then it means that the variances are chi-square. Therefore, a two-tailed test of significance P=0.043<0.05 was chosen for the line “assuming equal variance”, and the t-test results indicate that the difference between the means of the two classes’ performance on this test is significant, with a mean difference of about 3.8. It can be concluded that the mean value of the listening and speaking scores of class 1 of the experimental group is higher than that of class 2 of the control group after using virtual context resources to carry out teaching practice, so the English listening and speaking ability of the students in the experimental class has been significantly improved. Therefore, it can be concluded that the virtual context resources and teaching mode can have a positive impact on the improvement of college students’ English listening and speaking ability, and have an obvious promotion effect on teaching.