School of Information Technology

For low progress(LP) learners, Chinese essay writing is a daunting task. In a typical Chinese writing class, learners would be provided with a paper containing 4 pictures (and some helping words) that depicts a narrative scenario. It is however challenging for LP learners to translate the 2D images to a narrative essay due to their inability to associate, reason, take perspective and immerse in the story development with just 2D pictures alone.

The solution leverages Augmented Reality(AR)/Virtual Reality(VR) technologies to create a more authentic, comprehensive, realistic and motivating experience for the LP learners. AR/VR would trigger better association by means of the content of the experience and in addition, allow for creation of experiences that are impossible or cumbersome to create in a classroom. The immersion afforded by AR enhances learning by empowering the learners to take multiple perspectives and allows for interaction with other virtual objects. It is envisioned that learners would be exploring the AR/VR environment using VR goggles, guided by the teacher and/or by on-screen prompts.

This solution draws on the situated learning pedagogy by situating instruction in an authentic context to enrich the learning process with the provision of realistic experiences for better transfer. By augmenting the learning with AR/VR technologies, learners are motivated to explore and interact within the immersive environment, leading to enhanced exposition of the narrative content.

The use of AR/VR will enhance the engagement of learners. Being able to experience first hand the context in an immersive, authentic and multisensory environment triggers richer associations with the virtual objects on the part of the learner, resulting in enhanced exposition of the essay content.