Departing Classroom Constraints: Learners’ Shift to VR for Language Self-study Amidst Methodology, Atmosphere, and Time Challenges

Departing Classroom Constraints: Learners’ Shift to VR for Language Self-study Amidst Methodology, Atmosphere, and Time Challenges | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Departing Classroom Constraints: Learners’ Shift to VR for Language Self-study Amidst Methodology, Atmosphere, and Time Challenges Masoud Ardalani This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5421345/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Language education is undergoing significant transformation driven by psychological factors and technological advancements. Traditional learning environments present various challenges, including methodological limitations, psychological barriers related to learning atmosphere, and time-management constraints. This study investigated the interrelationship between these challenges (termed the M.A.T. framework) and learners’ tendencies toward self-study approaches, while exploring Virtual Reality (VR) technology as a potential solution in addressing these multifaceted learning barriers. Through a targeted survey of 106 self-study language learners—a specialized population characterized by their autonomous learning approach and typically difficult to access— I examined both the drivers of self-study choices and attitudes toward VR adoption. For the research methodology, I employed both quantitative analysis and psychological assessment to understand learners’ motivations and technological acceptance. Logistic regression analysis revealed that learners facing time-management (OR: 5.46, 95% CI: 1.65-18.09) and psychological atmosphere-related challenges (OR: 4.66, 95% CI: 1.18-18.40) were significantly more likely to consider VR solutions compared to those experiencing methodological challenges. Notably, 72% of participants showed willingness to try VR language learning, while methodology-related challenges demonstrated lower relevance than initially hypothesized. In this study I combined quantitative survey techniques with psychological insights, contributing to our understanding of how technological solutions might address traditional learning environment challenges leading to educational change. These findings have significant implications for educational technology development, learning environment design, and the future implementation of VR in language education. Furthermore, the results suggest a shifting paradigm in language learning methodology, where technological solutions could effectively address psychological and time-management barriers in educational settings. VR language learning Education change Self-directed learning methodology time-management atmosphere Figures Figure 1 Figure 2 1. Introduction 1.1 Why M.A.T.? Self-study has always been an important method of learning for learners (Wijnen et al., 2017 ). Research suggests that self-study can be approached both quantitatively, with focus on the ways students learn, using different strategies and methodology, and qualitatively, emphasizing on the time-investment in studying (Doumen et al., 2014 ; Wijnen et al., 2017 ). It is also important to note that learning environment can influence learning strategies (Mattick & Knight, 2007 ; Vermunt, 2007 ; Wijnen et al., 2017 ). In this research, I focused on three main challenges that a learner may face in an in-person language class that may lead them to self-study a language. The first is time-management challenges. It refers to the qualitatively approach with a little difference. Sometimes, time-investment in learning a language could refer to the long-term invested time needed to learn a language, for instance the number of years of practice to learn it. I choose the term time-management to focus on all the aspects of invested time to learn that language including the hours you spend on getting dressed, using transportation to get to the class and also to go back to your home, as well as the time you spend in the classroom and the previously mentioned long-term time-investment. The second is methodology. Within the diverse language teaching methodologies, there are both opportunities and challenges in classroom settings. As outlined by Larsen-Freeman and Anderson ( 2013 ), while a method such as the Audio-lingual method, by using the conditioning approach, can have a positive effect on vocabulary accusation it also can have problems such as the students struggle to apply the skills they have learned in the classroom in real-world situations (Larsen-Freeman & Anderson, 2013 ). This can be an aspect of the quantitatively approach to self-study. Some methods can have a more psychological view towards the learning and its challenges. For example, Desuggestopedia. In this method, the reason behind learners’ inefficiency is the psychological barriers that we set for ourselves. The fear of failure or being unable to learn because of our limitations as a person, or at least as a learner. This method has been developed to help students omit the negative thoughts or feeling towards our learning capabilities. Even the evaluations are conducted through individual’s in class-performance and there are no formal tests (Larsen-Freeman & Anderson, 2013 ). I should note that there are many methods of teaching that greatly concern classroom atmosphere. In addition to Desuggestopedia, we can mention the Total Physical Response which tries to reduce learners’ anxiety and boost their self-confidence. These methods are another quantitatively approach to self-study, the third challenge, atmosphere difficulties. Within all the having a bright and colorful class environments or playing a music for the learners and other situations helping learners to relax, we can conclude that having a nice, stress free atmosphere with a friendly relationship between the learners with each other or their teacher is an important component of learning process. The focus of this study was based on three types of challenges in an in-person language class that may lead them to self-study; Time-management, Methodological and Atmosphere related challenges, the M.A.T. 1.2 Why VR language learning? In general, this paper has two main goals, first, to find out about the most effective factor among the M.A.T. challenges leading one to self-study and second, whether that individual self-study applicant is willing to try VR language learning or not. Rapid evolution in information technology, such as Virtual Reality (VR), Mixed Reality (MR) or Augmented Reality (AR) has presented for both teachers and learners fresh opportunities to interact with educational materials (Dwivedi et al., 2021 ; Hoyer et al., 2020 ; Luo et al., 2024 ).VR is an advanced computer-based multimedia environment where users actively engage as participants with the computer in a simulated reality (Luo et al., 2024 ; Pantelidis, 1993 ). In the past decade, VR has been widely applied in various fields, including education. With the expansion of digital technologies, immersive experience like the Metaverse can now be displayed for users (Song et al., 2024 ). In today’s digital landscape, the usage of cutting-edge technologies is rapidly expanding. From using smartphones and Artificial Intelligence (AI) by the majority of population to owning VR equipment for entertainment. At the same time, the entertainment industry is driving VR technology hardware to become cheaper for the end-users and increases the consumer acceptance (Häfner et al., 2013 ). When designing VR language learning methods, it is important to consider how our brains process and remember language. Since words does not have an abstract construct in the language of our brains (Fodor, 1975 ; Macedonia et al., 2020 ), and instead they are descriptors for sensorimotor networks associated with experience (Macedonia et al., 2020 ; Pulvermüller, 2018 ) we can say that the way we acquire information affects our memory and the efficiency of recalling it when we represent them in our brains by grasping the objects (Macedonia et al., 2020 ; Martin, 2007 ). Interestingly, even in virtual settings, physically interacting with objects (like grabbing or moving them) can improve memory and speed up recognition (Macedonia et al., 2020 ). Another characteristic of VR is the possibility of having Artificial Intelligence (AI). Although not all VR platforms have Artificial Intelligence aid such as speech-recognition or generative AI, but it presence can have several advantages specifically in education. Generative AI, which involves the use of artificial intelligence technologies to create new content based on existing data, has gained popularity in education for its ability to enhance personalized learning experience and provide customized content (Aydın & Karaarslan, 2023 ; Song et al., 2024 ). This can offer students flexibility in how and when they engage with the content, enabling self-paced learning in students to manage their time more effectively and to learn the language in a personalized environment. With all the flexibility, interacting with objects by immersion, AI enhancement and efficiency in time-management and self-paced learning, we can assume that VR language learning focuses on learners’ convenience. This comfort is the key focus of having a positive atmosphere to learn a language and the one of the essential concerns of having this atmosphere is the reduction of anxiety and according to existing literature, VR language learning can reduce anxiety and increase applicants’ confidence (Chen & Hwang, 2022 ; Luo et al., 2024 ). However, the anxiety reduction cannot solely fix all the atmosphere challenges but according to Zheng and Cheng ( 2018 ), cognitive test anxiety is a significant negative predictor of language achievement and emphasizing on learners’ anxiety is an important factor to optimize foreign language learning outcome (Zheng & Cheng, 2018 ). However, XR technologies can have some disadvantages. For instance, using these technologies requires for the user to become familiar with it and this process could be challenging for some people (Luo et al., 2024 ; Shadiev & Liang, 2024 ). While the cost of XR equipment has become more affordable for the majority of individuals and countries, there remains a barrier to access in certain regions where its availability is limited or the expenses may still be overpriced. Please note that all the methods that I mentioned earlier (e.g. TPR, etc.) were only to alleviate the introduction process behind why I choose the M.A.T. challenges and I am not implying any superiority or comparison between the language learning methodologies. 2. Methodology 2.1. Study design and participants Since the main focus of this study is to anticipate a possible outcome from people’s perspective toward two more or less independent variables, in addition to their attitude toward a possible solution for them, the best approach to collect the necessary data is through a survey methodology. This way, I was able to measure the relativeness of the challenge and its possible solution by the opinion of self-study learners and the possibility for them to become VR users in order to solve their current barriers in education psychology. To collect the data for the research, the first step was creating a survey using Google forms and Google sheets, survey administrative software developed by Google (Google, n.d.). I ensured that participants were fully informed about their rights and the purpose of the study by including an informed consent section on the first page of my survey. Additionally, I provided my email address for participants to contact me in case they wanted to withdraw their response. The next part of the survey will gather information about the demographics of respondents, whether the respondent’ sex is male or female and their age group. I made the age groups with four-year intervals, spanning from 15 to 39 with options including “15 to 19”, “20 to 24”, “25 to 29”, “30 to 34” and “35 to 39”. Please note: The categories were chosen for the purpose of data analysis and calculations only. 2.2. Skip logic The significance of this part was to take the answers only from people who would generally consider learning a new language through self-study, particularly because of one of the M.A.T. challenges in this research. Having participants to self-study because of the mentioned psychological barriers and not only for the directly educational driven challenges was the main reason for me to use a ’Skip logic’ in this part. In this section the respondents could choose between two options: “yes I would self-study because of the M.A.T challenges” or “No I would not consider self-study and end the survey”. Among 121 self-study applicants, 106 of the participants selected “Yes” to continue the survey and 15 of them selected “No” and ended the survey. By using the skip logic, the answering became more relevant with no obligation to participate or random selection for the survey takers and it helped me to highlight the acceptance of the three M.A.T challenges as some of the most problematic situations for students, leading them to self-study. 2.3. Procedure In this part, I asked the respondents to pick their main reason to self-study between M.A.T. challenges and tried to make the options as clear as possible to convey the exact reasons behind choosing each challenge. The choices were between: 1) Classroom atmosphere/social challenges like Feeling stressed or the fear of being judged by others, 2) Dissatisfaction with traditional teaching methods using books, audio and flashcards and 3) Time-management/transportation issues: Unable to study on a flexible schedule in a place close to you. For the last part of the survey, participants answered one more question; If you had access to VR equipment, would you try self-studying with VR language programs? (based on the assumption that their reason to self-study at the first place is no longer a problem in VR language learning environment). 2.4. Collecting the respondents I used these two websites due to their reputation among scholars having surveys as a part of their research. The survey takers in these two websites are real people and they only can take the surveys that are eligible for them. The online research platform SurveyCircle (SurveyCircle, 2024 ) was used for the recruitment of survey participants. The online survey platform Surveyswap (Surveyswap, 2024 ) was used to increase the number of participants. By taking other people’s surveys in these websites, I was able to earn enough credit for my own survey to collect the respondents. 2.5. Literature search strategy. I selected Scopus (Elsevier, n.d.) as the main literature search engine for its high credibility in scholarly literature, enabling me to conduct a systematic review of academic articles in the field. 2.6. Data Analysis I analyzed the data collected from the survey with using several statistical methods to explore the relationships between variables and test our hypotheses. These methods included: Descriptive statistics: To summarize the characteristics of the sample and provide an overview of the responses. Chi-square test of independence: To examine the relationship between the type of learning challenge (M.A.T) and willingness to try VR language learning. Logistic regression: To investigate the effect of the type of learning challenge on readiness to learn language through VR, while controlling for age and gender. This analysis allowed us to estimate the odds ratios for different challenges. Receiver Operating Characteristic (ROC) curve analysis: To assess the predictive performance of the logistic regression model. I used SPSS version 26 (SPSS, 2019 ) to perform the statistical analyses. I considered a p-value of less than 0.05 statistically significant for all tests. 3. Results 3.1 M.A.T. Challenges and VR Language Learning Willingness Participants were initially questioned about their interest in self-study language learning, and 106 people agreed to participate in the study. Participants were then asked which of the challenges— methodology, atmosphere, or time-management —had influenced their decision to study language through VR. Each participant indicated whether they agreed or disagreed with the VR language learning method based on one of the M.A.T challenges. The contingency table below shows how the participants responded in this regard. According to Table 1, around 28% of participants who were interested in self-study language learning, did not want to learn the language through VR. In contrast, 72% agreed with the VR learning method . Overall, 58% of participants listed time-management as a challenge. This table is also displayed as a bar chart. 3.2 Statistical analysis 3.2.1 Chi-square Test A Chi-square test of independence revealed a statistically significant relationship between the type of learning challenge and willingness to try VR language learning (X^2=10.02, P-value=0.007). Plus, by controlling the demographics and employing logistic regression, I will investigate the effect of the type of learning challenge (M.A.T.) on readiness to learn language through VR. 3.2.2 Logistic Regression Analysis The regression model's accuracy in predicting the desire to learn a language using VR is reported as 79%, with sensitivity and specificity of 95% and 40%, respectively. In addition, the independent factors explain 22% of the variance in the dependent variable (Nagelkerke R-square = 0.223). The Chi-square test (X^2=17.87, P-value=0.007) confirms the model's goodness of fit. The Hosmer and Lemeshow test additionally tests the model's ability to categorize individuals into relevant dependent variable subgroups (P-value=0.755). Table (2). (Logistic regression to survey relationship between M.A.T. (Methodology, Atmosphere, and time-management) and try to VR language learning controlled for the demographics of participants.) Variable B S.E. Sig. Exp.(B) 95% C.I.for EXP(B) Lower Upper AGE .096 Age(1): 20-24 years old 1.42 1.32 .283 4.14 0.31 55.41 Age(2): 25-29 years old 0.11 1.29 0.934 1.11 0.09 13.94 Age(3): 30-34 years old 1.18 1.35 .380 3.26 0.23 45.90 Gender -0.88 0.53 .099 0.41 0.15 1.18 M.A.T .017 M.A.T(1): Atmosphere 1.54 0.70 0.028 4.66 1.18 18.40 M.A.T(2): Time-management 1.70 0.61 .005 5.46 1.65 18.09 Constant -0.95 1.36 .483 0.39 Reference groups: age: 15-19 years old, M.A.T: methodology. Table 2 showed that the demographics had no significant effects on willingness to learn language through VR (P-value>0.05). The type of learning challenge, however, was significantly related to the dependent variable (P-value=0.017). In order to compare this relationship, I used the methodological challenge as the reference subgroup. The regression coefficient for the atmosphere challenge was β=1.54 with an odds ratio of 4.66 (95% CI: 1.18-18.40) higher than the methodology. For the time-management challenge, the regression coefficient was β=1.70 with an odds ratio of 5.46 (95% CI: 1.65-18.09) compare to the methodological challenge. 3.2.3 Roc Curve Analysis The ROC curve was then plotted. According to reports, the area under the ROC curve (AUC) is 0.67 (95% CI = 0.55-0.80) (Figure 2). 4. Discussion and Conclusion In this research, I tried to find out about the relationship between some of the most problematic challenges that a learner could experience in a language class that may drive them to self-study. After, I was able to find out about the respondents’ openness towards VR language learning method as a substitute for the traditional self-studying. 4.1 Key Findings Summary A significant majority (72%) of participants expressed willingness to try VR language learning, indicating a broad receptiveness to innovative educational technologies. Between the M.A.T. challenges, the methodology had the least potential to drive students out of the classrooms among with the demographic aspects of the learners, indicating no significant influence on VR adoption nor on the chosen challenge. Time-management emerged as the predominant challenge, cited by 58% of participants. Notably, those facing time-management challenges were 5.46 times more likely to consider VR learning compared to those with methodological challenges. Similarly, participants with atmosphere-related challenges showed 4.66 times higher odds of being willing to try VR. These findings, alongside with the statistically significant relationship between learning challenges and VR willingness (χ2=10.02, p=0.007), suggest that VR is perceived as a potential solution to specific, persistent obstacles in language learning. 4.2 Elaborations and Implications The high willingness to try VR among participants having the psychological challenges suggests a significant potential market for VR-based language learning tools not only for education but for a variety of fields. As virtual reality technology becomes more prevalent across industries and affordable for everyday users, students are increasingly looking for ways to prepare themselves for their future careers (Häfner et al., 2013). This aligns with the learners’ receptiveness to new technologies. For instance, in 2019, Garcia and her coworkers conducted research with teaching a Spanish language through VR technology and the results showed that learners found this way of learning to be more enjoyable and the positive responses implied the acceptance and demand for this VR language learning (Garcia et al., 2019). While previous research has explored VR in education broadly, in this study, I tried to analyze the demand for VR platforms, from a more specific angle, focusing on self-study learners who faced particular challenges in the traditional language learning environments. By examining the relationship between these challenges and learners’ openness to VR technology, I sought to provide insights that could inform the development of more tailored language learning solutions. The future of the VR industry seems bright in the area of language education and it seems that the self-study language learners can be potential future users for it. The demand is there and now the challenges are demonstrating what is more important for the VR to focus on in the field of language learning. Considering that most people are engaged in several time-consuming activities on a daily basis, it is not surprising to elect time-management issues as the major problem with taking in-person language classes. The higher willingness of time-challenged learners to adopt VR suggests a perception of VR as a flexible, on-demand learning solution so this issue shows that future language learning platforms, including VR, should prioritize flexibility and efficiency. The strong association between atmosphere-related challenges and VR willingness points to another crucial aspect of VR’s appeal. Learners who feel uncomfortable or anxious in traditional classroom settings appear to see VR as a promising alternative. This could be attributed to VR’s capacity to create an immersive and private learning environments that reduces social pressures associated with language learning. Interestingly, participants with methodological challenges showed the least tendency towards VR learning. This may suggest that the way we currently view VR may not completely consider issues related to teaching methods and learning strategies or it suggests a need for further research into how VR could be designed to benefit the learners with its unique methodology. Please note that The results of methodological challenges might be because of many factors outside of the teaching environment. For example, unfamiliarity of the participants with VR language learning environment or its methodology in language learning could be a reason for the results of this section. 4.3 Limitations One limitation of this study was the restricted access to a large-scale survey platform by the fact that the span of attention is the self-study language learners and their willingness to adopt VR technology because of the M.A.T. challenges. A larger simple size could have increased the statistical power of the study and allowed for a more robust analysis of research questions. The lack of access to VR technology in a large-scale to expand this research to the next part, using a focus group to showcase the VR language learning environment, was another limitation to me and this research. For example, the technology could be used to familiarize the learners with VR language learning methodology. 4.4 Future Work 4.4.1 VR Implementation Study In the future, I will make a focus group to observe the participants’ interactions with VR technology to see if their perspective toward VR language learning as a substitute to the traditional self-study in this study was a true solution to the M.A.T. challenges or not and to find out about potential more challenges to focus on in case of existence. 4.4.2 Cultural immersions through learning a language VR language learning can benefit cultural immersion and tourism, specifically for less known places. In the coming decades, the growth and advancement of the Metaverse will have a significant impact on shaping the future of the tourism industry (Baker et al., 2023). In 2022, Ye Dingyu et al. conducted research by having several participants use a VR tourism platform and in result, the participants’ travel intention was increased after they experienced the Virtual Tourism (Ye et al., 2022) In the future, I want to work on a VR language learning prototype using a rural or less known but stunning settings to make the learners interested in those places. The places will mostly be in the country of the language that is being taught but sometimes it is outside of the country or even the continent, and it is about a completely different culture just to make an impression in the learner’s mind. Imagine someone learns a course about skiing vocabulary and learn about the words in a setting of Dizin international ski resort in Tehran, the capital of Iran. Many learners, might think of Iran as a middle east desert, but with the use of this application, the learners will know that for example Iran is far away from their imaginations, it is not a desert, it has beautiful four seasons, from the holder of the warmest desert in the world, Lut desert, to the cold and snowy ski resorts in Tehran or the green jungles in the north or the country. This can benefit the tourism industry of many cultures. 4.5 Conclusion For years, researchers from various disciplines have been interested in exploring the potential application of XR technologies in the field of education (Luo et al., 2024). The main purpose of this study was to focus on self-study learners who has chosen to leave the traditional in-person language classes because of some psychological, personal and education system barriers in their learning process because of the M.A.T challenges. In addition, this paper looks for a potential interest in VR usage in these learners to focus on the assistance from this technology to help language learners overcome their problems in learning the language. Eventually, it specifies the focus area for the developers of this technology for the numerous learners having problems with the psychological aspects of their education. The results of this study showed a high demand for VR language learning platforms from self-study learners. This study provides evidence that VR technology has significant potential to address the key challenges in language learning, particularly those related to the psychological aspects of human behavior and education such as time-management and learning atmosphere. However, having a problem with the methods of language learning showed no significant relation with VR preference which can indicate that most self-study learners care less about the methodological flaws in the education system when it is compared to the psychological challenges and the possible future work on the reasons behind this now that the path is more clear. As VR technology continues to evolve, it may offer increasingly effective solutions for learners who struggle with traditional language learning methods. While further research is needed, these findings suggest that VR could play a transformative role in the future of language education with careful attention to pedagogical and psychological principles and diverse learner needs. Another unexpected finding in this research was the results of demographics factors of learners with showing no relationship to VR preference nor to the challenge leading learners to self-study. 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British Journal of Educational Psychology , 4 , 73-90. https://doi.org/DOI:10.1348/000709906X162406 Wijnen, M., Loyens, S. M. M., Smeets, G., Kroeze, M., & van der Molen, H. (2017). Comparing problem-based learning students to students in a lecture-based curriculum: learning strategies and the relation with self-study time. European Journal of Psychology of Education , 32 (3), 431-447. https://doi.org/10.1007/s10212-016-0296-7 Ye, D., Cho, D., Liu, F., Xu, Y., Jia, Z., & Chen, J. (2022). Investigating the impact of virtual tourism on travel intention during the post-COVID-19 era: evidence from China. Universal Access in the Information Society . https://doi.org/10.1007/s10209-022-00952-1 Zheng, Y., & Cheng, L. (2018). How does anxiety influence language performance? From the perspectives of foreign language classroom anxiety and cognitive test anxiety. Language Testing in Asia , 8 (1), 13. https://doi.org/10.1186/s40468-018-0065-4 Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5421345","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":376030610,"identity":"7f88926a-2472-4cb0-a8ec-c11ff1a14e2f","order_by":0,"name":"Masoud Ardalani","email":"data:image/png;base64,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","orcid":"","institution":"Islamic Azad university of Hamedan","correspondingAuthor":true,"prefix":"","firstName":"Masoud","middleName":"","lastName":"Ardalani","suffix":""}],"badges":[],"createdAt":"2024-11-09 10:24:28","currentVersionCode":1,"declarations":{"humanSubjects":false,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":false,"humanSubjectConsent":false,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-5421345/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5421345/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":68868688,"identity":"d9cdf3d0-b5ef-42ab-9cd4-ff400a289f3b","added_by":"auto","created_at":"2024-11-13 02:28:04","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":17616,"visible":true,"origin":"","legend":"\u003cp\u003eA plot about frequency of participants’ willingness to try VR language learning for different challenges.\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-5421345/v1/c068e56e2985b44c91facc4f.png"},{"id":68868689,"identity":"087f2a59-31f1-4fb4-a9ce-0040b409d361","added_by":"auto","created_at":"2024-11-13 02:28:04","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":22204,"visible":true,"origin":"","legend":"\u003cp\u003eArea Under Curve (AUC) with 95% confidence interval.\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-5421345/v1/86298134f16f16a1077ee239.png"},{"id":68868968,"identity":"042e1171-44eb-40bf-8ecb-9bdc27ff643b","added_by":"auto","created_at":"2024-11-13 02:36:04","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":502077,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5421345/v1/d868c9c8-4655-438a-a275-a380613be7b3.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003eDeparting Classroom Constraints: Learners’ Shift to VR for Language Self-study Amidst Methodology, Atmosphere, and Time Challenges\u003c/p\u003e","fulltext":[{"header":"1. Introduction","content":"\u003cdiv id=\"Sec2\" class=\"Section2\"\u003e \u003ch2\u003e1.1 Why M.A.T.?\u003c/h2\u003e \u003cp\u003eSelf-study has always been an important method of learning for learners (Wijnen et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Research suggests that self-study can be approached both quantitatively, with focus on the ways students learn, using different strategies and methodology, and qualitatively, emphasizing on the time-investment in studying (Doumen et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Wijnen et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). It is also important to note that learning environment can influence learning strategies (Mattick \u0026amp; Knight, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; Vermunt, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; Wijnen et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn this research, I focused on three main challenges that a learner may face in an in-person language class that may lead them to self-study a language. The first is time-management challenges. It refers to the qualitatively approach with a little difference. Sometimes, time-investment in learning a language could refer to the long-term invested time needed to learn a language, for instance the number of years of practice to learn it. I choose the term time-management to focus on all the aspects of invested time to learn that language including the hours you spend on getting dressed, using transportation to get to the class and also to go back to your home, as well as the time you spend in the classroom and the previously mentioned long-term time-investment.\u003c/p\u003e \u003cp\u003eThe second is methodology. Within the diverse language teaching methodologies, there are both opportunities and challenges in classroom settings. As outlined by Larsen-Freeman and Anderson (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2013\u003c/span\u003e), while a method such as the Audio-lingual method, by using the conditioning approach, can have a positive effect on vocabulary accusation it also can have problems such as the students struggle to apply the skills they have learned in the classroom in real-world situations (Larsen-Freeman \u0026amp; Anderson, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). This can be an aspect of the quantitatively approach to self-study.\u003c/p\u003e \u003cp\u003eSome methods can have a more psychological view towards the learning and its challenges. For example, Desuggestopedia. In this method, the reason behind learners\u0026rsquo; inefficiency is the psychological barriers that we set for ourselves. The fear of failure or being unable to learn because of our limitations as a person, or at least as a learner. This method has been developed to help students omit the negative thoughts or feeling towards our learning capabilities. Even the evaluations are conducted through individual\u0026rsquo;s in class-performance and there are no formal tests (Larsen-Freeman \u0026amp; Anderson, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2013\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eI should note that there are many methods of teaching that greatly concern classroom atmosphere.\u003c/p\u003e \u003cp\u003eIn addition to Desuggestopedia, we can mention the Total Physical Response which tries to reduce learners\u0026rsquo; anxiety and boost their self-confidence. These methods are another quantitatively approach to self-study, the third challenge, atmosphere difficulties. Within all the having a bright and colorful class environments or playing a music for the learners and other situations helping learners to relax, we can conclude that having a nice, stress free atmosphere with a friendly relationship between the learners with each other or their teacher is an important component of learning process. The focus of this study was based on three types of challenges in an in-person language class that may lead them to self-study; Time-management, Methodological and Atmosphere related challenges, the M.A.T.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e1.2 Why VR language learning?\u003c/h2\u003e \u003cp\u003eIn general, this paper has two main goals, first, to find out about the most effective factor among the M.A.T. challenges leading one to self-study and second, whether that individual self-study applicant is willing to try VR language learning or not.\u003c/p\u003e \u003cp\u003eRapid evolution in information technology, such as Virtual Reality (VR), Mixed Reality (MR) or Augmented Reality (AR) has presented for both teachers and learners fresh opportunities to interact with educational materials (Dwivedi et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Hoyer et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Luo et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).VR is an advanced computer-based multimedia environment where users actively engage as participants with the computer in a simulated reality (Luo et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Pantelidis, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e1993\u003c/span\u003e). In the past decade, VR has been widely applied in various fields, including education. With the expansion of digital technologies, immersive experience like the Metaverse can now be displayed for users (Song et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn today\u0026rsquo;s digital landscape, the usage of cutting-edge technologies is rapidly expanding. From using smartphones and Artificial Intelligence (AI) by the majority of population to owning VR equipment for entertainment. At the same time, the entertainment industry is driving VR technology hardware to become cheaper for the end-users and increases the consumer acceptance (H\u0026auml;fner et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2013\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eWhen designing VR language learning methods, it is important to consider how our brains process and remember language. Since words does not have an abstract construct in the language of our brains (Fodor, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e1975\u003c/span\u003e; Macedonia et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), and instead they are descriptors for sensorimotor networks associated with experience (Macedonia et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Pulverm\u0026uuml;ller, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) we can say that the way we acquire information affects our memory and the efficiency of recalling it when we represent them in our brains by grasping the objects (Macedonia et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Martin, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). Interestingly, even in virtual settings, physically interacting with objects (like grabbing or moving them) can improve memory and speed up recognition (Macedonia et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAnother characteristic of VR is the possibility of having Artificial Intelligence (AI). Although not all VR platforms have Artificial Intelligence aid such as speech-recognition or generative AI, but it presence can have several advantages specifically in education. Generative AI, which involves the use of artificial intelligence technologies to create new content based on existing data, has gained popularity in education for its ability to enhance personalized learning experience and provide customized content (Aydın \u0026amp; Karaarslan, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Song et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). This can offer students flexibility in how and when they engage with the content, enabling self-paced learning in students to manage their time more effectively and to learn the language in a personalized environment.\u003c/p\u003e \u003cp\u003eWith all the flexibility, interacting with objects by immersion, AI enhancement and efficiency in time-management and self-paced learning, we can assume that VR language learning focuses on learners\u0026rsquo; convenience. This comfort is the key focus of having a positive atmosphere to learn a language and the one of the essential concerns of having this atmosphere is the reduction of anxiety and according to existing literature, VR language learning can reduce anxiety and increase applicants\u0026rsquo; confidence (Chen \u0026amp; Hwang, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Luo et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). However, the anxiety reduction cannot solely fix all the atmosphere challenges but according to Zheng and Cheng (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), cognitive test anxiety is a significant negative predictor of language achievement and emphasizing on learners\u0026rsquo; anxiety is an important factor to optimize foreign language learning outcome (Zheng \u0026amp; Cheng, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eHowever, XR technologies can have some disadvantages. For instance, using these technologies requires for the user to become familiar with it and this process could be challenging for some people (Luo et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Shadiev \u0026amp; Liang, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). While the cost of XR equipment has become more affordable for the majority of individuals and countries, there remains a barrier to access in certain regions where its availability is limited or the expenses may still be overpriced.\u003c/p\u003e \u003cp\u003ePlease note that all the methods that I mentioned earlier (e.g. TPR, etc.) were only to alleviate the introduction process behind why I choose the M.A.T. challenges and I am not implying any superiority or comparison between the language learning methodologies.\u003c/p\u003e \u003c/div\u003e"},{"header":"2. Methodology","content":"\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e\n \u003ch2\u003e2.1. Study design and participants\u003c/h2\u003e\n \u003cp\u003eSince the main focus of this study is to anticipate a possible outcome from people\u0026rsquo;s perspective toward two more or less independent variables, in addition to their attitude toward a possible solution for them, the best approach to collect the necessary data is through a survey methodology. This way, I was able to measure the relativeness of the challenge and its possible solution by the opinion of self-study learners and the possibility for them to become VR users in order to solve their current barriers in education psychology.\u003c/p\u003e\n \u003cp\u003eTo collect the data for the research, the first step was creating a survey using Google forms and Google sheets, survey administrative software developed by Google (Google, n.d.). I ensured that participants were fully informed about their rights and the purpose of the study by including an informed consent section on the first page of my survey. Additionally, I provided my email address for participants to contact me in case they wanted to withdraw their response. The next part of the survey will gather information about the demographics of respondents, whether the respondent\u0026rsquo; sex is male or female and their age group. I made the age groups with four-year intervals, spanning from 15 to 39 with options including \u0026ldquo;15 to 19\u0026rdquo;, \u0026ldquo;20 to 24\u0026rdquo;, \u0026ldquo;25 to 29\u0026rdquo;, \u0026ldquo;30 to 34\u0026rdquo; and \u0026ldquo;35 to 39\u0026rdquo;.\u003c/p\u003e\n \u003cp\u003ePlease note: The categories were chosen for the purpose of data analysis and calculations only.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e\n \u003ch2\u003e2.2. Skip logic\u003c/h2\u003e\n \u003cp\u003eThe significance of this part was to take the answers only from people who would generally consider learning a new language through self-study, particularly because of one of the M.A.T. challenges in this research. Having participants to self-study because of the mentioned psychological barriers and not only for the directly educational driven challenges was the main reason for me to use a \u0026rsquo;Skip logic\u0026rsquo; in this part. In this section the respondents could choose between two options: \u0026ldquo;yes I would self-study because of the M.A.T challenges\u0026rdquo; or \u0026ldquo;No I would not consider self-study and end the survey\u0026rdquo;.\u003c/p\u003e\n \u003cp\u003eAmong 121 self-study applicants, 106 of the participants selected \u0026ldquo;Yes\u0026rdquo; to continue the survey and 15 of them selected \u0026ldquo;No\u0026rdquo; and ended the survey. By using the skip logic, the answering became more relevant with no obligation to participate or random selection for the survey takers and it helped me to highlight the acceptance of the three M.A.T challenges as some of the most problematic situations for students, leading them to self-study.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e\n \u003ch2\u003e2.3. Procedure\u003c/h2\u003e\n \u003cp\u003eIn this part, I asked the respondents to pick their main reason to self-study between M.A.T. challenges and tried to make the options as clear as possible to convey the exact reasons behind choosing each challenge. The choices were between: 1) Classroom atmosphere/social challenges like Feeling stressed or the fear of being judged by others, 2) Dissatisfaction with traditional teaching methods using books, audio and flashcards and 3) Time-management/transportation issues: Unable to study on a flexible schedule in a place close to you.\u003c/p\u003e\n \u003cp\u003eFor the last part of the survey, participants answered one more question; If you had access to VR equipment, would you try self-studying with VR language programs? (based on the assumption that their reason to self-study at the first place is no longer a problem in VR language learning environment).\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\n \u003ch2\u003e2.4. Collecting the respondents\u003c/h2\u003e\n \u003cp\u003eI used these two websites due to their reputation among scholars having surveys as a part of their research.\u003c/p\u003e\n \u003cp\u003eThe survey takers in these two websites are real people and they only can take the surveys that are eligible for them.\u003c/p\u003e\n \u003cul\u003e\n \u003cli\u003e\n \u003cp\u003eThe online research platform SurveyCircle (SurveyCircle, \u003cspan class=\"CitationRef\"\u003e2024\u003c/span\u003e) was used for the recruitment of survey participants.\u003c/p\u003e\n \u003c/li\u003e\n \u003cli\u003e\n \u003cp\u003eThe online survey platform Surveyswap (Surveyswap, \u003cspan class=\"CitationRef\"\u003e2024\u003c/span\u003e) was used to increase the number of participants.\u003c/p\u003e\n \u003c/li\u003e\n \u003c/ul\u003e\n \u003cp\u003eBy taking other people\u0026rsquo;s surveys in these websites, I was able to earn enough credit for my own survey to collect the respondents.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e\n \u003ch2\u003e2.5. Literature search strategy.\u003c/h2\u003e\n \u003cp\u003eI selected Scopus (Elsevier, n.d.) as the main literature search engine for its high credibility in scholarly literature, enabling me to conduct a systematic review of academic articles in the field.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e\n \u003ch2\u003e2.6. Data Analysis\u003c/h2\u003e\n \u003cp\u003eI analyzed the data collected from the survey with using several statistical methods to explore the relationships between variables and test our hypotheses. These methods included:\u003c/p\u003e\n \u003cul\u003e\n \u003cli\u003e\n \u003cp\u003eDescriptive statistics: To summarize the characteristics of the sample and\u003c/p\u003e\n \u003c/li\u003e\n \u003c/ul\u003e\n \u003cdiv class=\"BlockQuote\"\u003e\n \u003cp\u003eprovide an overview of the responses.\u003c/p\u003e\n \u003c/div\u003e\n \u003cul\u003e\n \u003cli\u003e\n \u003cp\u003eChi-square test of independence: To examine the relationship between the type of learning challenge (M.A.T) and willingness to try VR language learning.\u003c/p\u003e\n \u003c/li\u003e\n \u003cli\u003e\n \u003cp\u003eLogistic regression: To investigate the effect of the type of learning challenge on readiness to learn language through VR, while controlling for age and gender. This analysis allowed us to estimate the odds ratios for different challenges.\u003c/p\u003e\n \u003c/li\u003e\n \u003cli\u003e\n \u003cp\u003eReceiver Operating Characteristic (ROC) curve analysis: To assess the predictive performance of the logistic regression model.\u003c/p\u003e\n \u003c/li\u003e\n \u003c/ul\u003e\n \u003cp\u003eI used SPSS version 26 (SPSS, \u003cspan class=\"CitationRef\"\u003e2019\u003c/span\u003e) to perform the statistical analyses. I considered a p-value of less than 0.05 statistically significant for all tests.\u003c/p\u003e\n\u003c/div\u003e"},{"header":"3. Results","content":"\u003cp\u003e\u003cstrong\u003e3.1 M.A.T. Challenges and VR Language Learning Willingness\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eParticipants were initially questioned about their interest in self-study language learning, and 106 people agreed to participate in the study. Participants were then asked which of the challenges\u0026mdash;\u003cem\u003emethodology, atmosphere, or time-management\u003c/em\u003e\u0026mdash;had influenced their decision to study language through VR. Each participant indicated whether they agreed or disagreed with the VR language learning method based on one of the M.A.T challenges. The contingency table below shows how the participants responded in this regard.\u003c/p\u003e\n\u003cp\u003e\u003cimg 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\"\u003e\u003cbr\u003e\u003c/p\u003e\n\u003cp\u003eAccording to Table 1, around 28% of participants who were interested in self-study language learning,\u0026nbsp;did not want to learn the language through VR. In contrast, 72% agreed with the VR learning method\u003cu\u003e.\u0026nbsp;\u003c/u\u003eOverall, 58% of participants listed time-management as a challenge. This table is also displayed as a bar chart.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.2 Statistical analysis\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.2.1 Chi-square Test\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA Chi-square test of independence revealed a statistically significant relationship between the type of learning challenge and willingness to try VR language learning (X^2=10.02, P-value=0.007). Plus, by controlling the demographics and employing logistic regression, I will investigate the effect of the type of learning challenge (M.A.T.) on readiness to learn language through VR.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.2.2 Logistic Regression Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe regression model\u0026apos;s accuracy in predicting the desire to learn a language using VR is reported as 79%, with sensitivity and specificity of 95% and 40%, respectively. In addition, the independent factors explain 22% of the variance in the dependent variable (Nagelkerke R-square = 0.223). The Chi-square test (X^2=17.87, P-value=0.007) confirms the model\u0026apos;s goodness of fit. The Hosmer and Lemeshow test additionally tests the model\u0026apos;s ability to categorize individuals into relevant dependent variable subgroups (P-value=0.755).\u003c/p\u003e\n\u003cp\u003eTable (2). (Logistic regression to survey relationship between M.A.T. (Methodology, Atmosphere, and time-management) and try to VR language learning controlled for the demographics of participants.)\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"95%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 33%;\"\u003e\n \u003cp\u003eVariable\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 10%;\"\u003e\n \u003cp\u003eB\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 10%;\"\u003e\n \u003cp\u003eS.E.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 7%;\"\u003e\n \u003cp\u003eSig.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 10%;\"\u003e\n \u003cp\u003eExp.(B)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 27%;\"\u003e\n \u003cp\u003e95% C.I.for EXP(B)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003eLower\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12%;\"\u003e\n \u003cp\u003eUpper\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 33%;\"\u003e\n \u003cp\u003eAGE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7%;\"\u003e\n \u003cp\u003e.096\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 33%;\"\u003e\n \u003cp\u003eAge(1): 20-24 years old\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10%;\"\u003e\n \u003cp\u003e1.42\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10%;\"\u003e\n \u003cp\u003e1.32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7%;\"\u003e\n \u003cp\u003e.283\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10%;\"\u003e\n \u003cp\u003e4.14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15%;\"\u003e\n \u003cp\u003e0.31\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12%;\"\u003e\n \u003cp\u003e55.41\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 33%;\"\u003e\n \u003cp\u003eAge(2): 25-29 years old\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10%;\"\u003e\n \u003cp\u003e0.11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10%;\"\u003e\n \u003cp\u003e1.29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7%;\"\u003e\n \u003cp\u003e0.934\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10%;\"\u003e\n \u003cp\u003e1.11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15%;\"\u003e\n \u003cp\u003e0.09\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12%;\"\u003e\n \u003cp\u003e13.94\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 33%;\"\u003e\n \u003cp\u003eAge(3): 30-34 years old\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10%;\"\u003e\n \u003cp\u003e1.18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10%;\"\u003e\n \u003cp\u003e1.35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7%;\"\u003e\n \u003cp\u003e.380\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10%;\"\u003e\n \u003cp\u003e3.26\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15%;\"\u003e\n \u003cp\u003e0.23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12%;\"\u003e\n \u003cp\u003e45.90\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 33%;\"\u003e\n \u003cp\u003eGender\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10%;\"\u003e\n \u003cp\u003e-0.88\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10%;\"\u003e\n \u003cp\u003e0.53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7%;\"\u003e\n \u003cp\u003e.099\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10%;\"\u003e\n \u003cp\u003e0.41\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15%;\"\u003e\n \u003cp\u003e0.15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12%;\"\u003e\n \u003cp\u003e1.18\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 33%;\"\u003e\n \u003cp\u003eM.A.T\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7%;\"\u003e\n \u003cp\u003e.017\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 33%;\"\u003e\n \u003cp\u003eM.A.T(1): Atmosphere\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10%;\"\u003e\n \u003cp\u003e1.54\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10%;\"\u003e\n \u003cp\u003e0.70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7%;\"\u003e\n \u003cp\u003e0.028\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10%;\"\u003e\n \u003cp\u003e4.66\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15%;\"\u003e\n \u003cp\u003e1.18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12%;\"\u003e\n \u003cp\u003e18.40\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 33%;\"\u003e\n \u003cp\u003eM.A.T(2): Time-management\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10%;\"\u003e\n \u003cp\u003e1.70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10%;\"\u003e\n \u003cp\u003e0.61\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7%;\"\u003e\n \u003cp\u003e.005\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10%;\"\u003e\n \u003cp\u003e5.46\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15%;\"\u003e\n \u003cp\u003e1.65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12%;\"\u003e\n \u003cp\u003e18.09\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 33%;\"\u003e\n \u003cp\u003eConstant\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10%;\"\u003e\n \u003cp\u003e-0.95\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10%;\"\u003e\n \u003cp\u003e1.36\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7%;\"\u003e\n \u003cp\u003e.483\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10%;\"\u003e\n \u003cp\u003e0.39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eReference groups: age: 15-19 years old, M.A.T: methodology.\u003c/p\u003e\n\u003cp\u003eTable 2 showed that the demographics had no significant effects on willingness to learn language through VR (P-value\u0026gt;0.05). The type of learning challenge, however, was significantly related to the dependent variable (P-value=0.017). In order to compare this relationship, I used the methodological challenge as the reference subgroup. The regression coefficient for the atmosphere challenge was \u0026beta;=1.54 with an odds ratio of 4.66 (95% CI: 1.18-18.40) higher than the methodology. For the time-management challenge, the regression coefficient was \u0026beta;=1.70 with an odds ratio of 5.46 (95% CI: 1.65-18.09) compare to the methodological challenge.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.2.3 Roc Curve Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe ROC curve was then plotted. According to reports, the area under the ROC curve (AUC) is 0.67 (95% CI = 0.55-0.80) (Figure 2).\u003c/p\u003e"},{"header":"4. Discussion and Conclusion","content":"\u003cp\u003eIn this research, I tried to find out about the relationship between some of the most problematic challenges that a learner could experience in a language class that may drive them to self-study. After, I was able to find out about the respondents’ openness towards VR language learning method as a substitute for the traditional self-studying.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.1 Key Findings Summary\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA significant majority (72%) of participants expressed willingness to try VR language learning, indicating a broad receptiveness to innovative educational technologies. Between the M.A.T. challenges, the methodology had the least potential to drive students out of the classrooms among with the demographic aspects of the learners, indicating no significant influence on VR adoption nor on the chosen challenge. Time-management emerged as the predominant challenge, cited by 58% of participants. Notably, those facing time-management challenges were 5.46 times more likely to consider VR learning compared to those with methodological challenges. Similarly, participants with atmosphere-related challenges showed 4.66 times higher odds of being willing to try VR. These findings, alongside with the statistically significant relationship between learning challenges and VR willingness (χ2=10.02, p=0.007), suggest that VR is perceived as a potential solution to specific, persistent obstacles in language learning.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.2 Elaborations and Implications\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe high willingness to try VR among participants having the psychological challenges suggests a significant potential market for VR-based language learning tools not only for education but for a variety of fields. As virtual reality technology becomes more prevalent across industries and affordable for everyday users, students are increasingly looking for ways to prepare themselves for their future careers (Häfner et al., 2013). This aligns with the learners’ receptiveness to new technologies. For instance, in 2019, Garcia and her coworkers conducted research with teaching a Spanish language through VR technology and the results showed that learners found this way of learning to be more enjoyable and the positive responses implied the acceptance and demand for this VR language learning (Garcia et al., 2019). While previous research has explored VR in education broadly, in this study, I tried to analyze the demand for VR platforms, from a more specific angle, focusing on self-study learners who faced particular challenges in the traditional language learning environments. By examining the relationship between these challenges and learners’ openness to VR technology, I sought to provide insights that could inform the development of more tailored language learning solutions. The future of the VR industry seems bright in the area of language education and it seems that the self-study language learners can be potential future users for it. The demand is there and now the challenges are demonstrating what is more important for the VR to focus on in the field of language learning.\u003c/p\u003e\n\u003cp\u003eConsidering that most people are engaged in several time-consuming activities on a daily basis, it is not surprising to elect time-management issues as the major problem with taking in-person language classes. The higher willingness of time-challenged learners to adopt VR suggests a perception of VR as a flexible, on-demand learning solution so this issue shows that future language learning platforms, including VR, should prioritize flexibility and efficiency. The strong association between atmosphere-related challenges and VR willingness points to another crucial aspect of VR’s appeal. Learners who feel uncomfortable or anxious in traditional classroom settings appear to see VR as a promising alternative. This could be attributed to VR’s capacity to create an immersive and private learning environments that reduces social pressures associated with language learning.\u003c/p\u003e\n\u003cp\u003eInterestingly, participants with methodological challenges showed the least tendency towards VR learning. This may suggest that the way we currently view VR may not completely consider issues related to teaching methods and learning strategies or it suggests a need for further research into how VR could be designed to benefit the learners with its unique methodology. Please note that The results of methodological challenges might be because of many factors outside of the teaching environment. For example, unfamiliarity of the participants with VR language learning environment or its methodology in language learning could be a reason for the results of this section.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.3 Limitations \u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eOne limitation of this study was the restricted access to a large-scale survey platform by the fact that the span of attention is the self-study language learners and their willingness to adopt VR technology because of the M.A.T. challenges. A larger simple size could have increased the statistical power of the study and allowed for a more robust analysis of research questions.\u003c/p\u003e\n\u003cp\u003eThe lack of access to VR technology in a large-scale to expand this research to the next part, using a focus group to showcase the VR language learning environment, was another limitation to me and this research. For example, the technology could be used to familiarize the learners with VR language learning methodology.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.4 Future Work\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.4.1 VR Implementation Study\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn the future, I will make a focus group to observe the participants’ interactions with VR technology to see if their perspective toward VR language learning as a substitute to the traditional self-study in this study was a true solution to the M.A.T. challenges or not and to find out about potential more challenges to focus on in case of existence.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.4.2 Cultural immersions through learning a language\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eVR language learning can benefit cultural immersion and tourism, specifically for less known places. In the coming decades, the growth and advancement of the Metaverse will have a significant impact on shaping the future of the tourism industry (Baker et al., 2023). In 2022, Ye Dingyu et al. conducted research by having several participants use a VR tourism platform and in result, the participants’ travel intention was increased after they experienced the Virtual Tourism (Ye et al., 2022) In the future, I want to work on a VR language learning prototype using a rural or less known but stunning settings to make the learners interested in those places. The places will mostly be in the country of the language that is being taught but sometimes it is outside of the country or even the continent, and it is about a completely different culture just to make an impression in the learner’s mind. Imagine someone learns a course about skiing vocabulary and learn about the words in a setting of Dizin international ski resort in Tehran, the capital of Iran. Many learners, might think of Iran as a middle east desert, but with the use of this application, the learners will know that for example Iran is far away from their imaginations, it is not a desert, it has beautiful four seasons, from the holder of the warmest desert in the world, Lut desert, to the cold and snowy ski resorts in Tehran or the green jungles in the north or the country. This can benefit the tourism industry of many cultures.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.5 Conclusion\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFor years, researchers from various disciplines have been interested in exploring the potential application of XR technologies in the field of education (Luo et al., 2024). The main purpose of this study was to focus on self-study learners who has chosen to leave the traditional in-person language classes because of some psychological, personal and education system barriers in their learning process because of the M.A.T challenges. In addition, this paper looks for a potential interest in VR usage in these learners to focus on the assistance from this technology to help language learners overcome their problems in learning the language. Eventually, it specifies the focus area for the developers of this technology for the numerous learners having problems with the psychological aspects of their education. The results of this study showed a high demand for VR language learning platforms from self-study learners. This study provides evidence that VR technology has significant potential to address the key challenges in language learning, particularly those related to the psychological aspects of human behavior and education such as time-management and learning atmosphere. However, having a problem with the methods of language learning showed no significant relation with VR preference which can indicate that most self-study learners care less about the methodological flaws in the education system when it is compared to the psychological challenges and the possible future work on the reasons behind this now that the path is more clear. As VR technology continues to evolve, it may offer increasingly effective solutions for learners who struggle with traditional language learning methods. While further research is needed, these findings suggest that VR could play a transformative role in the future of language education with careful attention to pedagogical and psychological principles and diverse learner needs. Another unexpected finding in this research was the results of demographics factors of learners with showing no relationship to VR preference nor to the challenge leading learners to self-study.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cp\u003eVirtual Reality(VR), Extended Reality(XR), M.A.T. (Methodology, Atmosphere, Time-management), Augmented Reality (AR), TPR (Total Physical Response)\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAydın, \u0026Ouml;., \u0026amp; Karaarslan, E. (2023). Is ChatGPT Leading Generative AI? What is Beyond Expectations? \u003cem\u003eAcademic Platform Journal of Engineering and Smart Systems\u003c/em\u003e,\u003cem\u003e 11\u003c/em\u003e(3), 118-134. https://doi.org/10.21541/apjess.1293702 \u003c/li\u003e\n\u003cli\u003eBaker, J., Nam, K., \u0026amp; Dutt, C. S. (2023). 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Comparing problem-based learning students to students in a lecture-based curriculum: learning strategies and the relation with self-study time. \u003cem\u003eEuropean Journal of Psychology of Education\u003c/em\u003e,\u003cem\u003e 32\u003c/em\u003e(3), 431-447. https://doi.org/10.1007/s10212-016-0296-7 \u003c/li\u003e\n\u003cli\u003eYe, D., Cho, D., Liu, F., Xu, Y., Jia, Z., \u0026amp; Chen, J. (2022). Investigating the impact of virtual tourism on travel intention during the post-COVID-19 era: evidence from China. \u003cem\u003eUniversal Access in the Information Society\u003c/em\u003e. https://doi.org/10.1007/s10209-022-00952-1 \u003c/li\u003e\n\u003cli\u003eZheng, Y., \u0026amp; Cheng, L. (2018). How does anxiety influence language performance? From the perspectives of foreign language classroom anxiety and cognitive test anxiety. \u003cem\u003eLanguage Testing in Asia\u003c/em\u003e,\u003cem\u003e 8\u003c/em\u003e(1), 13. https://doi.org/10.1186/s40468-018-0065-4 \u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"VR language learning, Education change, Self-directed learning, methodology, time-management, atmosphere","lastPublishedDoi":"10.21203/rs.3.rs-5421345/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5421345/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eLanguage education is undergoing significant transformation driven by psychological factors and technological advancements. Traditional learning environments present various challenges, including methodological limitations, psychological barriers related to learning atmosphere, and time-management constraints. This study investigated the interrelationship between these challenges (termed the M.A.T. framework) and learners’ tendencies toward self-study approaches, while exploring Virtual Reality (VR) technology as a potential solution in addressing these multifaceted learning barriers. Through a targeted survey of 106 self-study language learners—a specialized population characterized by their autonomous learning approach and typically difficult to access— I examined both the drivers of self-study choices and attitudes toward VR adoption.\u003c/p\u003e\n\u003cp\u003eFor the research methodology, I employed both quantitative analysis and psychological assessment to understand learners’ motivations and technological acceptance. Logistic regression analysis revealed that learners facing time-management (OR: 5.46, 95% CI: 1.65-18.09) and psychological atmosphere-related challenges (OR: 4.66, 95% CI: 1.18-18.40) were significantly more likely to consider VR solutions compared to those experiencing methodological challenges. Notably, 72% of participants showed willingness to try VR language learning, while methodology-related challenges demonstrated lower relevance than initially hypothesized.\u003c/p\u003e\n\u003cp\u003eIn this study I combined quantitative survey techniques with psychological insights, contributing to our understanding of how technological solutions might address traditional learning environment challenges leading to educational change. These findings have significant implications for educational technology development, learning environment design, and the future implementation of VR in language education. Furthermore, the results suggest a shifting paradigm in language learning methodology, where technological solutions could effectively address psychological and time-management barriers in educational settings.\u003c/p\u003e","manuscriptTitle":"Departing Classroom Constraints: Learners’ Shift to VR for Language Self-study Amidst Methodology, Atmosphere, and Time Challenges","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-11-13 02:27:59","doi":"10.21203/rs.3.rs-5421345/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"181ea8e3-6b99-4996-a73c-996e044e1789","owner":[],"postedDate":"November 13th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2024-11-13T02:27:59+00:00","versionOfRecord":[],"versionCreatedAt":"2024-11-13 02:27:59","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5421345","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5421345","identity":"rs-5421345","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}