| Summary: | 碩士 === 國立臺灣師範大學 === 應用華語文學系 === 105 === This study aims to examine how situated-immersion created by virtual reality influences beginner-level Chinese learners’ listening comprehension. To reach this aim, the empirical research was conducted for six weeks under dependent-sample design by examining whether there is a difference among students’ scores, preferences and listening strategies. It compared the effects between using pictures and virtual reality as aids for listening comprehension. During the test, listening materials are played in two different ways, audio with pictures and audio with Second Life (3D virtual reality), every other week. The data collected include scores of tests, two questionnaires and interview. The preliminary results of the data analysis derived from the paired-samples t-test indicated that with the aid of virtual reality, students performed significantly better than the aid of pictures. The results revealed that students preferred the aid of virtual reality, and also having a high willingness to continue using virtual reality for Chinese learning in the future. The results also indicated that there are no significant differences on the listening strategies. But there are more occurrences of listening strategies used by students with the aid of virtual reality than when they were using pictures, and that the most used and least used strategies are also different when learning under different listening aid. As a preliminary research using virtual reality on Chinese listening comprehension for discussing the influences of situated-immersion, this study has shed some light upon the positive impacts for virtual reality, and demonstrated the feasibility of utilizing virtual reality to assist Chinese listening comprehension learning and teaching.
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