Visualization Creativity through Shadowing Practices Using Virtual Reality in Designing Digital Stories for EFL Classroom

Abstract

Findings from a quantitative study are presented here regarding the effects of VR technology on oral practices and creativity in designing digital stories of Indonesian EFL students. The population of this study was 350 undergraduate students in advanced English courses and as many as 48 students participated in an experiment learning English with a controlled Metaverse approach where they observed material on the CoSpaces Edu platform by pretending to travel by checking in at the airport, become a museum guide, solve mysteries in the castle, defeat vampires and design their own digital stories using the CoSpace Edu virtual reality (VR) application. Their perceptions were obtained from a questionnaire survey, namely the effect of VR on English acquisition, and directed observation was used to collect data processed using the statistical application SPSS version 26. The results of this study indicate the use of the Metaverse approach in language classes, which is obtained from quantitative data indicating that practice the language that experienced an increase, namely micro-skills and macro skills appeared better more actively with students’ group mates with the mean score 3 agree category on the impact of VR and creativity in designing digital stories also increased with mean score 3 high creative category. Designing digital stories with the Metaverse approach, motivation, engagement, teamwork, self-confidence, and learning excitement increase as revealed by the qualitative results during learning in a hybrid environment class at university.