Peer Assessment-Facilitated SVVR Project-Based Cultural Learning: Triangular Authentication of Project Outcomes, Critical Thinking, and Self-Efficacy

Abstract The advance of technology has brought about globalization. In a world that is becoming more culturally diverse, it is indispensable to develop cultural awareness and the ability to interpret and present cultural meanings. Spherical video-based virtual reality (SVVR) has emerged as an effective tool to help students develop deeper cultural awareness and understanding. However, prior research has shown that immersion alone does not ensure deep learning and critical thinking. Strategies should be incorporated into virtual learning to guide learners’ cultural exploration and reflective performance. This study used SVVR in cultural learning and proposed a peer assessment-facilitated SVVR project-based learning approach to improve students' self-efficacy and critical thinking, and to enhance learners’ critical thinking, cultural representation, and presentation performance, as well as their self-efficacy. A quasi-experiment was conducted in a British and American Cultures course involving 37 university students to investigate the effectiveness of the proposed approach. Participants were divided into two groups. The experimental group used the peer assessment-facilitated SVVR project-based learning approach, whereas the control group learned with the conventional SVVR project-based learning approach. Results revealed that the peer assessment-facilitated SVVR project-based learning approach significantly enhanced students’ self-efficacy, particularly among those with initial lower self-efficacy. In addition, the experimental group significantly outperformed the control group in their ability to structure arguments and the organization and creativity of their SVVR projects. The findings offer valuable insights into effective instructional methods for cultural education utilizing SVVR technologies.