Hassan Soleimani; Alireza Jalilifar; Afsar Rouhi; Mahboubeh Rahmanian
Abstract
The increasing interest in new technologies and collaboration has created innovative ways in learning. Among these, computer-supported collaborative learning has received much attention where collaborative learners interact with their peers in a meaning-making process with the help of computer technologies. ...
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The increasing interest in new technologies and collaboration has created innovative ways in learning. Among these, computer-supported collaborative learning has received much attention where collaborative learners interact with their peers in a meaning-making process with the help of computer technologies. The present study attempts to understand the interaction pattern among collaborating intermediate EFL students who use augmented reality and virtual reality learning resources in the meaning-making process of abstract genre awareness. Augmented reality integrates the virtual with the real environment, while virtual reality immerses the learners in the virtual world. To this end, twelve intermediate proficiency pairs were randomly assigned into three scaffolding groups: Augmented reality, virtual reality, and traditional. Each group was supposed to write an abstract upon the provided resources which were prepared based on the sub-moves of Hyland's (2000) move analysis model. The augmented reality group used Ownar mobile application and the virtual reality group used VR HeadSet virtual reality. The audio recordings of the participants' interactions during their collaborative abstract writing with the help of the assigned scaffoldings confirmed Hsieh's (2017) collective scaffolding in achieving high quality collaboration: Peer to peer, multi-directional, and individual scaffolding pattern. The augmented reality group demonstrated peer to peer scaffolding pattern; the virtual reality group demonstrated multi-directional pattern, and the traditional group demonstrated individual scaffolding pattern. It is implicated that practitioners can reinforce these types of scaffoldings in order to enhance assistance, co-construction, and accuracy among the peers through using augmented reality, virtual reality, and traditional group scaffolding, respectively.
