DESIGNING MICROLEARNING-BASED AND CRITICAL THINKING-INFUSED

VIRTUAL REALITY AS ENGLISH LEARNING MATERIALS FOR SEVENTH

GRADERS
Ontology:
1. What variables are in the thesis title?
Microlearning-based and critical thinking-infused virtual reality (independent var.)
English learning materials and seventh graders (dependent var.)
2. What is the nature of microlearning in the context of English language learning for
seventh graders?
Microlearning is a learner-centred approach assisted by technology that helps learner
in understanding new topics or consolidating existing knowledge. However, it may
have limitations for acquiring new knowledge (Emerson, 2018). It also an efficient
and flexible approach that caters to learners’ specific needs and time constraints
(Furterer & Wood, 2021; Ford, 2020).
3. How does microlearning approach influence the English learning materials?
Learning materials in microlearning present only fragments of information, limiting
the depth of understanding (Fitria, 2020; Demmans Epp & Phirangee, 2019).
Microlearning is more suitable for delivering concise and straightforward content,
such as conversational English, rather than complex or detailed topics (Fitria, 2020).
The effectiveness of microlearning depends on the creator's ability to connect and
present a coherent narrative from various sub-topics (Allela, 2021). Microlearning
takes various forms, including texts, infographics, podcasts, gamification, virtual
reality, and more (Allela, 2021). In conclusion, microlearning offers an effective and
accessible approach to learning, allowing learners to acquire knowledge and skills in
manageable units. While it has limitations for complex topics, it excels in providing
targeted and engaging learning experiences. The use of modern technology, such as
Virtual Reality, further enhances the appeal and effectiveness of microlearning.
4. How does virtual reality impact the ontological understanding of the learning
process?
VR provides a novel approach to engage learners by transporting them to three-
dimensional worlds, replacing traditional teaching methods with more immersive and
interactive experiences (Fowler, 2015; Maas & Hughes, 2020; Makransky & Petersen,
2019). The evolving trends in VR pedagogy emphasize its affordances, such as
situated immersion, multimodal interaction, concretization of imagination, and a sense
of embodiment and empathy (Burdea & Coiffet, 2003; Ke et al., 2020; Shin, 2017).
VR has been widely used to teach various subjects, including basic science, social
science, and health and medicine (Kamińska et al., 2019).
As VR technology continues to evolve, there is a growing focus on making it more
accessible and affordable. Mobile VR solutions, such as Samsung Gear VR and
Google Cardboard, offer lower-cost alternatives compared to high-end VR devices
like HTC Vive or Oculus (Fowler, 2015). Although mobile solutions may have
limitations in terms of immersion and interaction capabilities, they provide a cost-
effective option for broader use in educational settings (Fowler, 2015). The use of VR
in education has the potential to captivate learners, particularly the millennial
 generation, who are more inclined towards technology-mediated learning experiences
(Bibic et al., 2019; Bondarenko et al., 2020; Karageorgakis & Nisiforou, 2018).
5. What is the ontological nature of critical thinking in the context of English language
learning in seventh graders?
By incorporating both critical thinking and Bloom's Taxonomy into instructional
practices, educators can create meaningful learning experiences that promote
metacognition and cultivate learners' abilities to think critically and independently.
By embracing explicit instruction, thoughtful instructional design, and ongoing
support, teachers can effectively nurture and enhance critical thinking skills among
their students. Encouraging learners to question, analyze, and evaluate information
fosters the development of critical thinking skills and equips them with valuable tools
for navigating the complexities of learning and problem-solving. Rahmawati (2018)
identified several indicators of critical thinking, including the ability to identify
problems, gather relevant information, apply logical reasoning, differentiate between
factual and false information, evaluate, express, and draw conclusions. Similarly,
Changwong et al. (2018) outlined indicators such as problem identification,
consideration of objectives, generation of possible solutions, evaluation of potential
outcomes, implementation of a chosen solution, and assessment of the results. In
summary, the indicators for critical thinking encompass problem identification,
problem-solving, information gathering, logical reasoning, implementation, and
evaluation of outcomes. By developing these indicators, learners can enhance their
critical thinking abilities and become adept problem-solvers.
Ilyas (2015) highlighted the importance of using probing questions to stimulate
critical thinking. These probing questions include seeking clarification, challenging
assumptions, evaluating reasons and evidence, considering different viewpoints or
perspectives, exploring implications and consequences, generating alternative
solutions, making predictions, fostering agreement and disagreement, and
summarizing and drawing conclusions. By incorporating these types of probing
questions, educators can encourage learners to think critically and engage in deeper
levels of analysis and evaluation.

6. What is the nature of learning experienced by seventh graders in virtual reality?

VR can be effectively utilized to cater to learners at different grade levels and across
various language courses, as evident from the positive results obtained in existing
research.
The researcher also provides a related research. In fact, a study focusing on 7th-grade
students revealed that immersive VR environments outperformed traditional
materials, particularly textbooks, in improving learners' reading and writing skills by
providing sensory information in three dimensions (Acar, 2020). The study
demonstrated that learners' cognitive skills were enhanced, as they took responsibility
for their own English learning and engaged with English texts presented in the VR
environment. This immersive approach facilitated their reading comprehension and
writing abilities.
7. How does the infusion of critical thinking into virtual reality affect the existence
and manifestation of English learning materials?
In contrast, Hutchinson & Water (1987) elaborated some principles in learning
materials. Effective materials should include engaging texts and activities that
 stimulate critical thinking, allow learners to apply their existing knowledge and skills,
and are suitable for both learners and teachers.
Developing critical thinking skills is crucial for nurturing learners who are capable of
creative problem-solving. Rahmawati (2018) identified several indicators of critical
thinking, including the ability to identify problems, gather relevant information, apply
logical reasoning, differentiate between factual and false information, evaluate,
express, and draw conclusions.
8. How does the incorporation of critical thinking skills in virtual reality contribute to
the development of seventh-grade students?
The researcher doesn’t explain it since there is no relevant research found/provided.
9. What is the ontological status of virtual reality in the educational context for
seventh graders?
10. What is the nature of English learning materials?
11. How do you explain the role of English learning materials for seventh graders?
12. How many related studies and what findings are discussed in the thesis?
Recent literature, as noted by Khong and Kabilan (2020), highlights the significance
of technology, content, and learner in defining microlearning. This approach is closely
linked to mobile and digital technologies, emphasizing the design and development of
micro-content and activities. The individual learners, including their attention span
and motivation, play a central role in the modern conceptualization of microlearning.
Ultimately, microlearning can be delivered through diverse formats to effectively
motivate learners in the teaching and learning process.
The learning effects of microlearning have been extensively studied, and the findings
consistently demonstrate its positive impact on the learning process (Jahnke et al.,
2019; Bruck et al., 2012). Fang (2018) highlights its advantages in college English
teaching, addressing challenges such as limited class time, large class sizes, and
diverse student needs. Mohammed et al. (2018) further emphasized its role in
facilitating comprehension, long-term retention, and overcoming learning boredom
caused by the pandemic. Overall, microlearning significantly improves learners'
knowledge, motivation, engagement, performance, and retention, with the support of
various information and communication technologies.
However, the number of publications focusing on VR in the language discipline
remains relatively limited, with only thirteen out of 157 papers delving into this area
(Luo et al., 2021). These papers predominantly examine the advantages of
implementing VR in English education, VR applications that facilitate language
learning, and student perceptions of using VR to enhance critical thinking skills
(Alfadil, 2020; Tai et al., 2020; Xie et al., 2019; Paradina, 2018; Lee et al., 2019;
Klimova, 2021; Luo et al., 2021; Ma, 2021).
Yuniarsih et al. (2022) claimed that when designing microlearning, teachers should
have focused on teaching creativity, critical thinking, and problem-solving to their
learners to develop their higher-order thinking abilities.
Furthermore, Asad et al. (2021) have uncovered that out of 26 articles exploring
virtual reality (VR) as a pedagogical tool, VR has been found to enhance critical and
rational thinking skills within a shared environment
13. What gaps are in the research?
 In Indonesia, there are currently English learning materials integrated with virtual
reality (VR) that incorporate critical thinking skills. However, these materials have
primarily been developed for senior high school and university levels, lacking a
microlearning approach (Ikhsan et al., 2020; Mahdian et al., 2021; Yuniarsih et al.,
2022). As a result, there is a gap in providing such materials for junior high school
learners. Therefore, the objective of this study is to address this gap by designing
microlearning-based and critical thinking-infused VR as English learning materials
for seventh-grade students.
14. What is the research question?
Main Question:
How is the design of microlearning-based and critical thinking-infused virtual reality
English learning materials for seventh graders?

Sub-questions:
1) To what extent are microlearning and critical thinking infused in virtual reality English
learning materials for seventh graders?
2) How are the procedures to design microlearning-based and critical thinking-infused
virtual reality English learning materials for seventh graders?
3) How is the development of microlearning-based and critical thinking-infused virtual
reality English learning materials for seventh graders?
4) How are the validity and employability of the microlearning-based and critical
thinking-infused virtual reality English learning materials for seventh graders?
15. Why is it important for the research to use seventh graders as the research object?
The researcher doesn’t explain why seventh graders are chosen as the research object.
Simplified questions:
1. What is the nature of X (in the context of Y)?
2. How does X influence Y?
3. How does X impact the learning process?
4. How does the infusion of X into Y affect Z?
5. What is the status of X in the educational context for Y?

Epistemology:
1. Why and how does the researcher determine the study?
2. What are the objects of the study – are they tangible or intangible?
3. What framework and why is it underpinned the research?
4. What is the purpose of the research?
5. What methodology is used in the research?
6. How is data collected (methods)?
7. How was the data analysed and interpreted?
8. What sampling strategies were adopted and why?
9. Who determines whether the methods, results and truth claims are valid?

Axiology:
1. Why is it important to conduct the study?
2. What is the significance of the study (Practical and Theoritical)?