This study investigated the effects of immersive virtual reality (IVR) on international students’ learning of Chinese cultural artifacts. A 2 × 2 true experimental factorial design was employed, with 146 international students from East Asian and Southeast Asian backgrounds recruited from a comprehensive university in China and randomly assigned to either an immersive VR or nonimmersive VR (NVR) condition. Learning achievement and self-efficacy were assessed using validated instruments. Two-way ANOVA revealed a significant main effect of learning mode on both achievement and self-efficacy, with higher scores in the IVR condition than in the NVR condition (p < .001). No significant main or interaction effects were observed for student regional background, indicating that the effects of IVR were consistent across groups. Overall, the findings indicate that immersive VR is an effective and inclusive instructional approach for culturally situated learning among international students.
Xin Li, Chau Kien Tsong Chau, W. Yahaya et al.· Journal of International Stu...· 0 citations
This study examines information-technology-driven reform in higher vocational literary education in contemporary China and analyzes implementation gaps, practical outcomes, and developmental pathways. Using a mixed-methods research design, empirical data are collected from 180 teachers and 1,287 students across 15 higher vocational colleges in six provinces covering eastern, central, and western regions. Structured questionnaires, in-depth interviews, and classroom observations are used to examine four dimensions: IT integration, reform practices, teaching outcomes, and implementation constraints. The results show that systematic IT intervention produces measurable gains in student classroom participation, autonomous learning engagement, and written expression competence, with increases of 27.2%, 25.2%, and 22.2%, respectively. However, its effect on higher-order cognitive capacities, especially critical thinking, remains comparatively limited. Case analysis further shows that technology effectiveness depends less on technical complexity than on alignment with the humanistic characteristics of literary education, teacher integration capacity, and curriculum design quality. The study proposes coordinated advancement across macro-level policy, meso-level curriculum reconstruction, and micro-level pedagogy to balance technological rationality and humanistic orientation.
Xin Li, Li Chen· Advanced Electromagnetics· 0 citations
