Construction and Effectiveness Evaluation of Virtual Reality-based Immersive Learning Environments in International Chinese Language Teaching and Learning
26 set 2025
INFORMAZIONI SU QUESTO ARTICOLO
Pubblicato online: 26 set 2025
Ricevuto: 18 gen 2025
Accettato: 19 apr 2025
DOI: https://doi.org/10.2478/amns-2025-1047
Parole chiave
© 2025 Xiaoyan Wang, published by Sciendo
This work is licensed under the Creative Commons Attribution 4.0 International License.
Figure 1.

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Figure 5.

Comparison of pre-test results of Chinese proficiency between two groups
| Dimensions | Group | N | Mean value | Standard deviation | t | Sig. (2-tailed) |
|---|---|---|---|---|---|---|
| Word | Control group | 52 | 2.324 | 0.447 | -0.048 | 0.972 |
| Experimental group | 50 | 2.328 | 0.423 | |||
| Improving sentences | Control group | 52 | 2.224 | 0.634 | -0.759 | 0.473 |
| Experimental group | 50 | 2.235 | 0.385 | |||
| Reading | Control group | 52 | 2.357 | 0.486 | -0.714 | 0.497 |
| Experimental group | 50 | 2.362 | 0.443 | |||
| Composition | Control group | 52 | 2.261 | 0.501 | -1.157 | 0.294 |
| Experimental group | 50 | 2.283 | 0.454 |
Comparison of Chinese proficiency before and after test of experimental group
| Dimensions | Group | N | Mean value | Standard deviation | t | Sig. (2-tailed) |
|---|---|---|---|---|---|---|
| Word | Pre-test | 50 | 2.328 | 0.423 | -1.058 | 0.000*** |
| Post-test | 50 | 2.855 | 0.492 | |||
| Improving sentences | Pre-test | 50 | 2.235 | 0.385 | -3.457 | 0.000*** |
| Post-test | 50 | 2.647 | 0.524 | |||
| Reading | Pre-test | 50 | 2.362 | 0.443 | -3.015 | 0.000*** |
| Post-test | 50 | 2.951 | 0.432 | |||
| Composition | Pre-test | 50 | 2.283 | 0.454 | -1.624 | 0.006** |
| Post-test | 50 | 2.672 | 0.507 |
Significance analysis of learning interest, attitude and participation
| Dimensions | Group | N | Mean value | Standard deviation | t | Sig. (2-tailed) |
|---|---|---|---|---|---|---|
| learning interest | Control group | 52 | 2.152 | 0.528 | -3.728 | 0.000*** |
| Experimental group | 50 | 2.583 | 0.364 | |||
| Learning attitude | Control group | 52 | 2.136 | 0.512 | -3.932 | 0.000*** |
| Experimental group | 50 | 2.564 | 0.503 | |||
| Participation | Control group | 52 | 2.075 | 0.416 | -4.922 | 0.052 |
| Experimental group | 50 | 2.533 | 0.491 |
Difficulty classification
| 0-0.2 | 0.2-0.4 | 0.4-0.6 | 0.6-0.8 | 0.8-1.0 | |
|---|---|---|---|---|---|
| Degree of difficulty | Very difficult | A little difficult | Moderate | Slightly easy | Very easy |
Comparison of post-test results of Chinese proficiency between two groups
| Dimensions | Group | N | Mean value | Standard deviation | t | Sig. (2-tailed) |
|---|---|---|---|---|---|---|
| Word | Control group | 52 | 2.413 | 0.604 | -2.556 | 0.004** |
| Experimental group | 50 | 2.855 | 0.492 | |||
| Improving sentences | Control group | 52 | 2.356 | 0.385 | -3.065 | 0.017* |
| Experimental group | 50 | 2.647 | 0.524 | |||
| Reading | Control group | 52 | 2.438 | 0.314 | -5.423 | 0.000*** |
| Experimental group | 50 | 2.951 | 0.432 | |||
| Composition | Control group | 52 | 2.344 | 0.458 | -1.526 | 0.011* |
| Experimental group | 50 | 2.672 | 0.507 |
