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This chapter reports an experimental study on Hong Kong ESL learners’ engagement in two task types (debate and decision-making) implemented in different communication modes: face-to-face real-time communication (FTF) and immersive virtual reality (iVR). Fifty-six postgraduate ESL learners completed a debate task and a decision-making task, with half performing them in the FTF context and the other half in the iVR context. Task engagement was measured through a questionnaire covering behavioural, cognitive, emotional, and social dimensions. The results showed that learners were more emotionally and socially engaged in the decision-making task than in the debate task. However, task modality (FTF versus iVR) did not significantly affect engagement across either task type. These findings suggest that decision-making tasks may be a promising way to enhance task engagement.

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Task Type and Modality: Comparing Engagement in Virtual Reality and Face-To-Face Contexts

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  • 发表日期：

    2026年

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  • Xuyan Qiu

摘要

This chapter reports an experimental study on Hong Kong ESL learners’ engagement in two task types (debate and decision-making) implemented in different communication modes: face-to-face real-time communication (FTF) and immersive virtual reality (iVR). Fifty-six postgraduate ESL learners completed a debate task and a decision-making task, with half performing them in the FTF context and the other half in the iVR context. Task engagement was measured through a questionnaire covering behavioural, cognitive, emotional, and social dimensions. The results showed that learners were more emotionally and socially engaged in the decision-making task than in the debate task. However, task modality (FTF versus iVR) did not significantly affect engagement across either task type. These findings suggest that decision-making tasks may be a promising way to enhance task engagement.