Can virtual reality improve dyslexic English students’ reading fluency and their emotional valence towards reading?
|Author:||Carrasco Orozco, María1|
1University of Oulu, Faculty of Education, Educational Sciences
|Online Access:||PDF Full Text (PDF, 1.6 MB)|
|Persistent link:|| http://urn.fi/URN:NBN:fi:oulu-202005161810
Oulu : M. Carrasco Orozco,
|Publish Date:|| 2020-05-18
|Thesis type:||Master's thesis
The purpose of this master’s thesis is to compare whether a text read in a virtual environment improves the reading of English students with dyslexia in terms of fluency compared with a text laid and read on a piece of paper. Furthermore, another interest of this study is to identify how the participants’ emotional valence was aroused while reading.
This master’s thesis is done with the help of Lyfta Oy, an EdTech learning company focused on 360º photos and VR learning environment. Moreover, the thesis design is based on a Lyfta’s workshops, were one the participants read an entire passage in VR without difficulties being dyslexic. Two research questions are aimed to be answered during this research: (1) Is there a difference in fluency between reading in virtual reality (VR) and on a piece of paper? And (2) How positive and negative emotions were empathized while reading?
The study was carried out in the UK, were 23 Year 7, 8 and 9 students took part of the data collection. During this face, the participants were asked to read two short passages, one in VR and the other on a piece of paper, being video recorded and, they were asked to fill in two questionnaires about their emotions while reading both texts.
Afterwards, the number of errors, words read per minute and prosody were quantified based on the videos, to analyze the participants’ fluency (which comprises three elements: (1) accuracy, (2) rate and (3) prosody) and to answer the first research question. The results suggested that there is not enough data to draw statistical difference between VR and paper.
To answer the second research question, the questionnaires’ answers were analyzed. The results suggested that there is a statistical difference in terms of prosody and emotional valence between VR and paper.
This study could have some implications in school children having dyslexia, since it might boost positive emotional valence and hence boost their motivation to practice their reading skills. Moreover, educational companies might find a motivation to research more in depth in some aspects of this research and create educational products that can beneficiate dyslexic students’ academic achievement. Also, this research could not only have an impact in dyslexic students, but in general education and other students, since the current master’s thesis continues investigating and analyzing issues that are important in the school days and everyday life of students, such as the role of emotions in the classroom and how VR can affect their emotional valence.
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