Abstract
This research aims to investigate the correlation between the academic performance of migrant students and their cultural integration within the context of international education. Additionally, it seeks to identify an optimal acculturation strategy that enhances the academic outcomes of migrant students and explores the influence of VR technology-based learning on acculturation and academic performance. The study conducted an online survey among 1032 participants from China, Vietnam, Mongolia, Turkmenistan (studying at RUDN University in Moscow, Russian Federation), and Uzbekistan, Tajikistan, Turkmenistan (studying at Kazan (Volga Region) Federal University in Yelabuga, Russian Federation), forming the primary sample (N = 400). The research utilized Berry’s 2D acculturation model (2005) and Schwartz’s questionnaire (1992) to assess acculturation strategies. A virtual reality experiment involved 100 students using Oculus Rift and Rhino-Unity technology. Academic performance, acculturation, and stress levels were measured post-virtual excursions. The SL-ASIA (26-item) and ILS (31-item) surveys assessed acculturation levels and stress. The research identified integration as the most effective acculturation strategy (35%), fostering improved academic performance, expanded cultural boundaries, and the development of global cultural capital. Analyzing the relationship between academic performance and acculturation tendencies revealed that the majority of students with "Excellent" (49%) and "Good" (59%) grades exhibited a high level of integration. Those with "Satisfactory" grades showed a tendency towards marginalization (32%). In the realm of cultural education through virtual reality technology, the study demonstrated that immersive VR learning environments can enhance academic performance, reduce psychological and acculturation stress, and multiply adaptive resources essential for acculturation in a new culture. Although the abstract highlights the research objectives, it requires modification for grammatical correctness. Additionally, the methodology for data collection and analysis needs to be explicitly mentioned for clarity.
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Acknowledgements
Gurgen Gukasyan has been supported by the RUDN University Strategic Academic Leadership Program. Liliya Nasyrova has been supported by the Kazan Federal University Strategic Academic Leadership Program.
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Appendix
Appendix
1.1 Questions to check your progress
What World Heritage Sites are in St. Petersburg?
Which monuments are part of the historical center of St. Petersburg?
What is the cultural heritage of the city?
What is part of folk heritage?
What belongs to the world’s cultural heritage?
What is the cultural heritage in Russia?
What is the cultural heritage of the peoples of Russia?
How do I know if an object is a cultural heritage site?
How many objects of cultural heritage are there in St. Petersburg?
Which monuments belong to the cultural heritage?
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Lin, Z., Gukasyan, G. & Nasyrova, L. Virtual reality in cultural education: Cultural integration and academic performance of migrant students in the context of cultural capital. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12450-3
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DOI: https://doi.org/10.1007/s10639-024-12450-3