How Prior Knowledge Affects Visual Attention of Japanese Mimicry and Onomatopoeia and Learning Outcomes: Evidence from Virtual Reality Eye Tracking

According to the United Nations Sustainable Development Goal (SDG) 4, “achieving inclusive and quality education for all”, foreign language learning has come be seen as a process of integrating sustainable development into socio-cultural aspects learning. The aim this study was employ virtual reality (VR) eye tracker examine how students with different levels prior knowledge visual behaviors Japanese Mimicry Onomatopoeia (MIO) while second language. A total 20 studying at Department Applied university Southern Taiwan were recruited. Based on proficiency test (JLPT) level, participants divided high group (levels N1–N3) 7 participants, low (level N4 or below) 13 participants. stimuli materials created by Unreal Engine 4 (UE4) tool design 3D MIO paradise, including 5 theme amusement parks. Through VR tracker, participants’ tracked recorded based 24 regions interest (ROIs) (i.e., ROI1–ROI24). This done discuss distribution attention in terms ROIs each park four movement indicators, latency first fixation (LFF), duration (DFF), durations (TFD), counts (FC). Each ROI two groups then compared. In addition, heat zone map also generated show overall group. After experiment, indicators scores pre-test post-test phases, statistical analysis used evaluate differences outcomes. results revealed that gaze sequences gazing parks different, except sequence circus park. Different exhibited fixated Additionally, TFD FC park, there no significant difference ROI10, ROI16, ROI18. Moreover, after receiving cognitive comprehension processes introduced VR-simulated scenes, from both achieved higher compared scores, such had significance. conclusion, implications developing students’ competence related cross-cultural aspects, compatible development, presented.