Cheng-Ji Lai

Language Center, National Chung Hsing University, Taiwan (ROC) // laicj1124@nchu.edu.tw

Vivien Lin

Graduate Institute of Technology and Adolescent English, National Changhua University of Education, Taiwan (ROC) // vivienster@gmail.com

George Martin Berry

Department of Applied English, Chaoyang University of Technology, Taiwan (ROC) // gmberr@gmail.com

Ying-Tung Lin

Graduate Institute of Technology and Adolescent English, National Changhua University of Education, Taiwan (ROC) // m1346007@gm.ncue.edu.tw

ABSTRACT: 

While immersive virtual reality (IVR) and generative AI (GenAI) each offers pedagogical potential, few studies have explored how their integration can support bilingual learners’ construction of scientific explanations in Content and Language Integrated Learning (CLIL) classrooms. This quasi-experiment investigates the effects of a pedagogical GenAI agent in IVR science review games on fifth-grade students’ CLIL science performance, as well as their perceptions on the Task-Technology Fit (TTF). Fifty CLIL learners experienced one of the three conditions: (a) IVR+GenAI review, (b) IVR-only review, and (c) teacher-led review. Data sources included a CLIL science test, oral explanations, surveys, interviews, rater reflections. Findings show that the IVR+GenAI group significantly outperformed the other groups in understanding scientific concepts, particularly for abstract and language-heavy content. For oral explanations, the IVR+GenAI group showed stronger performance in selected dimensions, particularly vocabulary usage, fluency, and communicative confidence in more abstract or language-demanding topics. Rater observations indicated clearer reasoning, more frequent integration of prior knowledge, and more explicit links between scientific concepts and real-world examples in this group. Survey responses further suggested higher perceived task–technology fit among IVR+GenAI students. This study supports the cognitive-linguistic fit in CLIL science IVR games, demonstrates the affordances of multimodal, dialogic GenAI scaffolds in IVR environments, and offers guidance for designing CLIL science IVR games.

Keywords: 

Content and language integrated learning (CLIL), Generative artificial intelligence (GenAI), Immersive virtual reality (IVR) games, Pedagogical agents, Task-technology fit (TTF), Scientific oral explanations

Bilge Has Erdoğan

Republic of Turkey Ministry of National Education, National Education Academy, Başöğretmen Atatürk Education and Practice Center, Türkiye // bilgehas@windowslive.com

Derya Acar Başeğmez

Republic of Turkey Ministry of National Education, Sincan Şehit Abdullah Büyüksoy Art and Science Center, Türkiye // deryaacar03@gmail.com

Yunus Emre Avcu

Balıkesir University, Gifted Education Department, Necatibey Faculty of Education, Türkiye // yunusemre.avcu@balikesir.edu.tr

ABSTRACT: 

In this study, a moderated mediation model was tested in which teachers’ differentiation skills served as the input, innovative practices as the output, grit as the mediator, and technology self-efficacy as the moderator of the relationship between differentiation skills and grit. The research data were collected from 577 teachers working in Türkiye. The latent moderated structural equations approach was employed to test the structural model. The research findings supported the proposed theoretical model. The results indicated that teachers’ instructional differentiation skills both directly and indirectly influenced their innovative practices through grit. Additionally, teachers’ technology self-efficacy was found to moderate the relationship between differentiation skills and grit. The study also revealed a positive relationship between teachers’ education levels and their innovative practices. These results suggest that teacher education should be regarded as a lifelong process and continuously adapted to the evolving demands of the era. By doing so, more innovative practices can be integrated into classrooms to enhance the overall quality of education. In this context, the research findings recommend that institutions and policymakers responsible for teacher education increase the availability of practical programs aimed at strengthening teachers’ pedagogical and technological competencies.

Keywords: 

Teacher innovative practices, Differentiated instruction, Grit, Technology self-efficacy, Teacher training