High School EFL Learners' Sense of Presence in Virtual Education: The Abstract Case of Classes on SHAD

This study investigated the sense of presence experienced by Iranian high school EFL learners in virtual education, specifically comparing the officially mandated platform, SHAD, with the alternative platform, Skyroom. Social presence, a critical factor for engagement and success in online learning environments, was assessed across three dimensions: presence in a place, realism, and involvement. A descriptive survey design was employed, with data collected from ۲۱۸ high school students in Babolsar using the Igroub Sense of Presence Questionnaire. Participants completed the questionnaire twice-once for classes held on SHAD and once for those on Skyroom. Results from a one-sample t-test indicated that students' overall sense of presence on SHAD was above the theoretical mean. However, a paired samples t-test comparing the two platforms revealed a significant difference in the involvement component, with students reporting a higher sense of involvement on Skyroom compared to SHAD. No significant differences were found for the presence in a place and realism components. The findings suggested that while SHAD provides a baseline acceptable level of social presence, its technical limitations—such as low speed, difficulties in simultaneous interaction, and delayed feedback-specifically hinder learner involvement. The study concludes that to enhance the effectiveness of virtual education on national platforms like SHAD, improvements in technical infrastructure and interactive features are essential to foster a greater sense of involvement and psychological engagement among students.

کلیدواژه ها:

EFL Learners ، High School ، Sense of Presence ، SHAD ، Skyroom ، Virtual Education