Advantages of Virtual Reality in Education| Proposal

Advantages of realistic existence in Education intentAssignment 2 Research Proposal(i) Research fill and questionsIn recent old age, Virtual ingenuousness (VR) engine room has been introduced and embodied into teaching. However, its kinship with scholarly persons guerrilla wrangle acquisition resides indecipherable though in that respect be a a few(prenominal) explorees in the give way decade. In this inquiry proposal, I lead examine the main goods of victimisation VR in act preconditioninology acquisition and analyse its speciality on improve students self-efficacy ground on previous studies. Mean age, I go away highlight the aras that require further examination and propose my plan to address the followers questionsa) Major QuestionHow can Virtual realism (VR) improve students self-efficacy in scholarship a bit verbiage?b) Sub questions1. What f take onors affect potentness of wont VR to improve students self-efficacy in second lyric poem acquisition?2. What is the residuum amidst employ VR and traditional duck hunting naturalizeroom in calls of improving students self-efficacy?3. To what extent can VR improve students self-efficacy on farseeing stipulation?(ii) Hypotheses to addressThe following hypotheses are given over ground on my books re assures on previous studies and my sortulated questions1. victimization VR can improve students self-efficacy in second language acquisition.2. Using VR in second language instruction could improve and sustain students self-efficacy on huge term.3. Students find it much(prenominal) sluttish speaking target language to VR instead than in a face-to-face converse.4. Using Head attach Display (HMD) are more hard-hitting than information processing system screen in improving students self-efficacy.5. Using VR is more effective to improve students self-efficacy than immersion language civilizeroom.(iii) Definitions of key termsIn this part, trey key te rms, Virtual truth, emotive Filters and self-efficacy, require definitiona) Virtual Reality (VR)The term Virtual Reality was utilise to describe 2D online multiplayer websites that is order on conventional colloquy through text input (Lin Lan, 2015). However, Monahan, McArdle, Bertolotto (2008) hold a significant tuition of 3D graphic technology that enables VR to be much more immersive and 3D powered. Lin Lan (2015) concur that the difference betwixt the VR nowadays are significant from the original fancy as they can au becausetic manner experience through its 3D virtual surroundings rather than just watching graphics from a computer screen. indeed the term can be best described a comement that creates an authentic virtual 3D graphic ball where users can view and interact through multi-sensory inputs from external machinations (Pan, Cheok, Yang, Zhu, Shi, 2006). As a pull up stakes, the definition of Virtual Reality in this proposal is foc apply on the techn ology that involves utilise soulal computer or Head Mounted Display (HMD) in naturalizeroom education (Limniou, Roberts, Papadopoulos, 2008) since this definition enables my proposal to focus on its passing immersive 3D graphic features that enhance the interactions amid users and the virtual being.b) affectional Filters affectional Filters hypothesis is proposed by Krashen (1982) to describe attitudinal factors relate directly to acquisition (p.31) that act to prevent input from being used for language acquisition. (p.32). He categorizes the Affective Filters into three learners self-confidence, motivation and anxiety (p.31), which are closely cereb regularise to the concept of self-efficacy as below.c) Self-efficacyThe term self-efficacy can be defined as peoples judgment of their capabilities to organise and execute courses of action required to attain traffic patternated guinea pigs of performances (Bandura Schunk, 1981, p. 31). Furthermore, Pajares Schunk (2001) circumstanceualise the term in education as students ability to persist and be resilient when face challenges in eruditeness. Finally, it is n singleworthy that self-efficacy is considered by Oliver, Purdie, Rochecouste (2005) as one of the major affective factors in students process of nurture second language acquisition, which fits into Krashen (1982)s hypothesis of Affective Filters.(iv) Literature ReviewIn this section, I go out present connections between use VR and improving students second language acquisition from my readings. Firstly, I exit develop dickens advantages of utilize VR in second language breeding from previous studies. Afterwards, two lookes are presented and manifested to respectively highlight the features of VR technology and to realise the cor congeneric between use of VR and improvement of learners self-efficacy. Finally, it is equally weighty to discuss the limitation of these lookes as my proposed search aims to address these issue s later.a) Benefits of using VR in second language scholarshipTo start with, two major advantages are place in using VR in students learning in language decline of Affective Filters and synchronised lingual and material co- movements.Reduction of affective trickles in using VR in language learning has been pass oned by binary studies. Schwienhorst (2002) suggests a major difference between conducting a role-play with real person and with a VR is that language learners purport less embarrassed when devising mistakes in their conversations since they are aware of the non-judgemental constitution of using VR. Furthermore, Moschini (2010) concurs that because second language learners feel that unlike a real person, VR is non-judgemental when their speak, which encourages them to interact with others in the virtual world and ultimately, making them feel more confident and less stressed. In addition, Schwienhorst (2002) points come to the fore the possibility of practice the like conversation for much womb-to-tomb period in VR provides learners with high chance of succeed in speaking as they feel less pressured with more confidence in completing the initiationated tasks.another(prenominal) benefit of using VR in language classroom is that VR synchronises learners somatic and linguistic co-presences, which results in more effective communication. Clark Marshall (1981) retrieve that in raise to communicate effectively, it is fundamental to stretchability mutual association in their conversation between two interlocutors. One important indicator of its potency is the take aim of synchronisation of learners physical fix and linguistic one. They furtherly point out that communication cannot be effective unless conversation happens in the same location with speakers physical one, which is not always the case in second language learning, suggested by Schwienhorst (2002). He intrusts that using VR bridges the gap between learners physical locatio ns and linguistic co-presence since it offers this immersive environs that makes learners to believe they were fewwhere else. H eat uperson, Henderson, Huang, harmonize, (2009) ex slant that students choice of location linguistic process can be facilitated through using VR when they communicate through videolink over due to the merge of physical and linguistic co-presences.b) mho Life seek excogitateThe first research by Henderson et al. (2009) establishes the correlation between using VR in language learning and its military posture on improving students second language acquisition. Mean art object, anotherThe plunk for-Life research is a quantitative research meditate at Monash University that utilizes VR platform secant Life to improve Chinese language learners self-efficacy (Henderson et al., 2009). They design a virtual world where students take on to use their created avatar to assemble with other learners to terminated certain Chinese language learning tasks, such(prenominal)(prenominal) as identifying and placing order on Chinese dishes in a Chinese restaurant. Throughout the research Henderson et al. (2009) sights a significant improvement in learners self-efficacy as their study suggests that student believe VR offers a learning experience more authentic and relevant to real world. They conclude that students self-efficacy could universally improve by incorporating VR in second language learning.c) Tag A dogged fictional character work on research studyA more recent study, TagA coarse affair Play, by sneer (2016) at MIT highlights a few key features of using VR in education due to its continuous technical development. Unlike using the computer screen in the Second-Life research, TagAlong Role Play incorporated Google unreal device, a kind of Head Mounted Display (HMD), into language learning (Mock, 2016). He identifies two major differences between using Google Cardboard and its predecessors higher(prenominal)(prenominal) aff ordability and 360 degrees spherical view.The first feature, concurred by Sharples, Cobb, Moody, Wilson (2008), makes VR technology importantly more accessible to all students in classroom, rather than just a few due to its low cost of purchase. other implication is that the device is easier to defend and use differentiated with its predecessors, making it possible to access to students of different age (Mock, 2016).Another key difference between using Google Cardboard and a computer screen is the 360 degrees spherical view offered by the former. Rand et al. (2005) suggests that using HMD devices could offer higher level of immersion for learners, which is witnessed in the TagAlong Role Play research (Mock, 2016). Instead of navigating using keyboard, learners only when need to look around when corrosion HMD and the tracking system result adjust the image they see accordingly. Thus, this more immersive environment, according to Rand et al. (2005), could elevate sense of prese nce of VR users, which could ultimately translate into higher level of synchronisation between physical and linguistic co-presence (Schwienhorst, 2002).The TagAlong Role Play research offers nearly new features of VR in language education that could not be feasible a few years earlier, which brings some new potentials that consider not been examined yet.d) Limitations and future directionsDespite all the benefits and features of VR mentioned above, it is important to argue that there are certain limitations of the researches above, which require further research on these issues.To begin with, the effectiveness of using VR to improve students self-efficacy on long term remains unexamined. Despite the conclusion drawn by Henderson et al. (2009), they give that whether such improvement will sustain on long term is not yet confirmed since their study was conducted in a private lesson. Moreover, Bandura (1997) acknowledges the challenge students face when their high self-efficacy doe s not translate into better result, which could importantly jar their self-efficacy in proscribe way. wherefore, as Henderson et al. (2009) suggests, a research with longer term is required to determine the effectiveness.Secondly, the impact of those emerging mobile VR devices in second language acquisition has not yet been fully discussed. The devices used in the Self-Life study are different from what we understand as VR in this proposal since Henderson et al. (2009) explain that students used personal computer on an online website in the study. However, in the past several years, VR indus sieve has undergone a revolutionary development in making these devices smaller and more mobile, especially with the Head Mounted Display (HMD) (Lin Lan, 2015). Therefore, it is only recent that VR could be deployed in language learning classroom on 11 ratio due to these developments. However, Mock (2016) acknowledges the implications of such development need further examination.Finally, Qui nn Hussey (2003) note that Little has been print on its VR efficacy compared to conventional instruct methods (p. 164), which challenges the pre-conception that VR is necessarily more effective than other learning methods. Furthermore, they suggest that using VR as the sole instructional tool dexterity make learning less effective rather than what we anticipated. Even with VR being used as supplementary learning tool, its higher effectiveness compared with traditional learning methods are not yet determinate (Crosier, Cobb, Wilson, 2000). Therefore, a research comparing the effectiveness of VR with other immersive learning environment, such as language immersion classroom, is warranted for further studies.(v) Significance of the researchThe aim of this research is to contri notwithstandinge to the existing knowledge of self-efficacy in second language acquisition. anyhow, it will examine the issue in a school setting rather than in a university classroom. In addition, it com pares the effectiveness of VR with traditional immersion language classroom. Most importantly, it explores the factors that could be related with the use of VR in learning process. Hence, four major significances are explained as followsFirstly, this research aims to contri providede to the knowledge of self-efficacy, which plays a crucial role in students second language acquisition. Henderson, Henderson, Huang, Grant (2009) suggest that self-efficacy is an important indicator of students learning performance in future, which is concurred by Oliver, Purdie, Rochecouste (2005) as they believe students with high level of self-efficacy are more plausibly to achieve successs in learning compared with their low-level counterparts. Mean eon, the relationship between students self-efficacy and their improvement in reading and listening is emphasised by Mills, Pajares, Herron (2006) through their research with French learning university students in the United States. To contrast, Kras hen (1982) points out that regardless of language learning capacity, if a student has very high affective filter due to low self-confidence or motivation, what student learned in class is unlikely to translate into higher performance in future. Thus, it is important to examine the factors of learners self-efficacy in second language acquisition, among which could possibly be related to the features of VR technology although the exact variables are not yet clear.Secondly, this research aims aims to look into the effectiveness of VR in improving students self-efficacy in secondary school context. Although Henderson et al. (2009) observe signficant improvement in students self-efficacy from their studies, the context of a secondary school classroom might be quite different from a university one. In particular, Pajares (2006) implies that compared with heavy(a) learners, self-efficacy plays an even more important role in teenaged learners learning and achievement since the latter usu ally have very limited options in motivation, which makes them less resilient than adult learners. As a result, he suggests that adolescent students are unlikely to continue their learning if they do not have a sustainable self-efficacy to complete their learning. Therefore, it is important to research on the effectiveness of using VR on secondary school context so as to provide a clearer picture on how effective VR is in improving self-efficacy in a different educational context.In addition, this research aims to compare the effectiveness of VR with other teaching methods in language teaching. As Ausburn Ausburn (2004) and bowman McMahan (2007) suggest that despite all the positive result of using VR in education industry, researches comparing VR with those more traditional teaching methods are rarely conducted. Quinn Hussey (2003) also concur that using VR might not necessarily a more effective teaching methods than others, contradicting with studies from Wong, Ng, Clark (20 00) which suggests that VR is indeed more effective when it comes to training dentistry students. In the context of second language acquisition, although it is still chimerical to suggest VR is indeed more effective than immersion, it will be beta to compare the effectiveness between the twos, which could re-shape our definition of what an immersive language classroom looks like. know merely not least, this research focus on the factors that determine the effectiveness of VR in improving self-efficacy rather than seeing VR as a aright tool itself. Ausburn Ausburn (2004) caution the danger of assuming the tool can be effective without considering of all the contexts and relevant variables. One of the factors could be software design of the VR program as suggested by Riva (2003) who argues that simply having the most advanced device is not enough for VR to be effective in education, rather we need to have a compatible software in order to summation its effectiveness. Otherwise, as she suggests, the effectiveness could decrease significantly if the ecosystem cannot sustain the learners sense of presence by making them to believe what they see is real. From this example, we can assume more factors should be explored when it comes to effectiveness of VR, especially on improving students self-efficacy, which is part of the objectives of this research.(vi) methodological analysisFirstly, naturalism is chosen to be the methodological paradigm due to the nature of this research. colour in (2004) suggests that for pragmatists research tend to focus on a matter-of-fact issue/phenomenon and idea is true only if the issue can be addressed in a practical manner. In the context of this research, naive realism is best represented by that aim that using VR will hopefully improve students self-efficacy, a practical challenge we are facing in second language learning classrooms every day. As a result, the speculative perspective of pragmatism encompasses the design o f this research.In addition, due to the nature of pragmatism in this study, it is subtile to be a mixed methods research with two gifts of quantitative and qualitative approaches respectively. However, the qualitative stage of the study will be emphasized to answer the main question of this proposal, which is considered as a qualitatively-driven research that incorporates quantitative research to look a more comprehensive sixth sense of the problem (Johnson, Onwuegbuzie, Turner, 2007). Therefore, methodologies of both stages are presented as followsFirst stage is designed to be an quasi- info-based research (quantitative) aiming to validate hypothesis on the correlation between using VR and improving students self-efficacy in language learning. Creswell (2012) defines experimental research as to test an idea, practice or procedure to determine whether it influences an outcome or dependent variable (p.295). Another advantage of using experimental research is to have control ma thematical group to exclude the non-necessary variables that could distract our consciousnesss of such relationship. Hence in this proposal, the hypothesis that using VR can improve students self-efficacy in long term will be examined by this approach and using experimental research could enable us to establish the potential connections in between.Second stage is based on the Ground theory for qualitative research, aiming to explain the factors that influence the effectiveness of VR in improving the learners self-efficacy. In his book grayish (2004) suggests the Ground Theory approach to be best involved when there is not a clear agreement on the theoretical mannequin of certain issue, which is the case for using VR researches in education (Ausburn Ausburn, 2004). Finally, Gray, (2004) points out that the Grounded Theory could help develop theoretical framework that could be practical in assisting educators, which aligns with the pragmatic paradigm of this research.(vii) Method sBased on the methodologies above (quasi-experimental and the Grounded Theory), the first stage involves experimental research (quantitative) using control group and analytical pot onwards the second stage, based on the Grounded Theory in qualitative research, involves semi-structured interview and open-coding analysis. Finally, it is crucial to secure all participants confidentiality throughout this research.Designated sample groups will consist of two Year 9 classes with student number at around 15 for each group, who are current students at a same Australian secondary college. Each group are evaluate to have a gender ratio at around 11 and have a same second language learning background. One class will involve using VR in their second language learning while the other will be a language immersion classroom without using VR.Stage 1 match Group Survey Research (Quantitative)First standard of the research is to establish control group to manipulate the independent variables in this research. As Gray (2004) suggests that although ideally the sampling groups should be assigned randomly, in reality this is not always the case. It is predicted that the control group will be pre-determined according to school scarce two classes of alike(p) context could be chosen. Such context includes students gender ratio, age, second language learning background, student number, etc. to lessen distracting effects on the dependent variable, which is students self-efficacy in this research. More importantly, control group enables the research to compare the effectiveness between using VR and simply using language immersion pedagogy in second language classroom within a highly structured approached as identified as a main feature of control group (Gray, 2004).Secondly step involves ongoing collection of entropy for analytical surveys from both groups within a cadenceframe of one month. The survey is designed to measure students self-efficacy before and after using VR in language learning. Compared with the Second-Life study from Henderson et al. (2009), a months period enables this research to fetch insight into the effectiveness of VR on students self-efficacy during a much longer term in affinity to only a single lesson. Questionnaires will be designed based on the research hypothesis and online survey tools will be utilized to collect students attitudes towards using VR in language learning. Finally, one-way ANOVA approach is chosen for data analysis in this stage, aiming to establish the correlation between the dependent and independent variables although Punch (2005) cautions that the two groups of world will almost certainly have different independent variables, making the conclusion less likely to be generalized.Stage 2 Semi-Structured InterviewsIn this stage data will be collected through face-to-face semi-structured interviews with both groups first. Individual interview will be conducted during class time with semi-structured questions that enable the researcher to focus on the research question while remaining flexible for open-coding later. Using such technique, as suggested by Newton, (2010), provides us with rich data in gaining insight into participants context, which is considered crucial in share participants discover the factors that influence their self-efficacy in second language learning and its relationship with using VR. Finally, the interview recording will be transcribed for data analysis.Finally, the Ground Theory approach is implemented when analysing collected qualitative data from the interview. One highlighted feature of the Grounded Theory is Open Coding, which, according to Gray (2004), involves mixture of different concepts while comparing with each other. Then questions should be asked based on the result of coding before conceptualization of more general categories. Afterwards, using axial and strikeive coding enable researcher to set apart down the categorization and focus on the var iables that influence students self-efficacy in second language learning (Gray, 2004). Finally, he also highlights an advantage of mixed methods as using both analytical surveys and interview enable researcher to triangulate the data to get a clearer insight here. Therefore, it is hope that at the end of this stage, factors that influence the effectiveness of VR improving learners self-efficacy could be summarized.ConfidentialityIt is paramount for this research to draw written consents from the following participants after them being fully informed of the researchSchool administrations/leadership, participating school principal in this case.Participating school staffs, this includes classroom teachers, ICT department and other educational support staffs.Participating students parents/guardians from both sampling groupsThe implementation of obtaining consent will adhere with relevant insurance by using the checklist provided for ethical approval (University of Melbourne, 2017).In a ddition, the research will ensure the data involved will be protected and remain anonymous to maintain confidentiality and this includes the data from staffs, parents and participating students. Furthermore, during the semi-structure interview stage, it is important to ensure coding when collecting and analysing all interview notes, transcripts and recordings.(viii) AssumptionsThis proposal is assumed based onVR devices are affordable to classroom in which each student can access one VR device. Contrary to what Chittaro Ranon (2007) suggest that most classroom cannot afford Head Mounted Displays (HMD), the TagAlong Role Play study using Google Cardboard clearly shows such disadvantage is diminishing with the technological advancement of VR devices (Mock, 2016). Therefore, it is assumed that school can afford one device, such as Google Cardboard, for each student so their exposure to VR could be maximized.Using VR in second language classroom does improve learners self-efficacy from at least a short-term. This assumption is support by the Second-Life research in which Henderson et al. (2009) process a significant improvement in short term research. two research and control groups will be taught by one same teacher who will be teaching same content using the same curriculum around approximately the same timeframe. This aims to minimize the impact of different teachers influencing students self-efficacy in the ways that are not part of this research, which is supported by Pajares (2006) teenagers are particularly susceptible to teachers belief and what they say in classroom.These assumptions enable the research to focus on the factors that improve students self-efficacy through using VR in second language classrooms.(ix) LimitationsTwo limitations are identified and discussed while possible solutions are proposed as followsFirstly, the control group might exchange in different independent variables and thus impact the validity of the survey data. This is a one concern mentioned by Crosier et al. (2000) as they suffer it is highly challenging to find equivalent groups in real life and more importantly, as Ausburn Ausburn (2003) argue against the notion that one technology could crop the problem without taking into account of all the kindly contextual background. This will result in lowered external validity of the comparison result between the VR group and the language immersion only group. Therefore, it is important to use data reduction technique when analysing them to minimize the impact of irrelevant variables (Punch, 2005). By implementing the technique, the researcher could stay focused on establishing the correlation between the coveted independent and dependent variables.Secondly, another concern is the participants health in relation to use VR for longer time. This concern is raised by Mantovani, Castelnuovo, Gaggioli, Riva (2003) who observe short disorientation and nausea among VR users after using for a longer time. How ever, they assume this effect is largely caused by those out-of-date VR devices. As for solution, using lightness and more recently developed VR device, such as Google Cardboard, can significantly reduce the effect (Mock, 2016). Moreover, he suggests switching from stereoscopic to monosporic viewing vogue could minimize such effect. Therefore, Google Cardboard device is chosen to be the VR equipment in this research to give participants options to reduce the effects. Finally, regardless of the equipment, it is important to inform participants, their parents/guardians and school leadership of such concern before the commencement of the research.ReferencesAusburn, L. J., Ausburn, F. B. (2003). A comparison of simultaneous vs. sequential presentation of images in a visual location task to learners with visual and nonvisual perceptual styles A study of supplantational instructional design. Journal of the Oklahoma Association of Teacher Educators, 7, 1-20.Ausburn, L. J., Ausburn, F. B. 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EdA practical Marriage AnalysisA Pragmatic Marriage AnalysisA pragmatic get hitched with couple, very popularly cognise as an arranged unification is incredibly common in some parts of the world due to the common notion that relying on the family to select a potential match is considered an advantage as they have years of wisdo m and experience. The biggest plus point is that there is a intentional drive taken to match the two families which includes the bride and groom on the wide ranging parameters of social status, financial strength, background, educational opportunities and similar lifestyles as well as the physical appearances of the bride/groom as every family will want to provide their publication with protection, happiness and a secure life. This concept is thought to tremendously increase the probability of the unification succeeding. On the contrary, the two people are complete strangers to each other when their marriage is arranged by their family, thus they might take time to develop a level of treasure and understanding after marriage. Getting to know each other before marriage allows partners to have better respect and perception for each others needs and desires. The advantage being that ample time is achieved to explore both the positive qualities and the negative qualities about each other and learn to deal with it, well in advance before marriage thus, creating a satisfactory level of comfort after marriage effortlessly. Love marriages are ideally based on many factors such as friendship, respect, familiarity and understanding. Whereas in arranged marriages, one is oblige to marry a stranger with whom they have no biography or bond with. In most cases, the parents and relatives are often domineering and try to compel their child into a relationship he/ she doesnt agree with. This creates a complicated situation that may compel the partners to live together long in a marriage that they are not content with.Besides popular love lore like Heer Ranjha and Sohni Mahiwal, India has always followed a long tradition of arranged marriages. In the Indian society, love marriages are considered tabu and Indian weddings are often associated with arranged marriages. Statistics reveal that the divorce rate in India is only 2% as compared to the other parts of the world suc h as United States with a divorce rate of 50%. This cannot be considered as a reliable statistical figure due to the fact that in India divorce is also considered taboo. Therefore, whether they like being with their spouse or not isnt the priority. They are just compel to stay in that relationship for the rest of their lives. Women have been known to become a victim and to stay on and bear a violent relationship for the rice beer of respect in society, family pride, parents self esteem etc. Compromise and amendments form the foundation for a woman in an arranged marriage, mainly because the marry couple does not have any fixed notions or expectations from one another and they are not provided with any alternatives. Women continue to remain in sadistic relationships to maintain their familys dignity and respect and also have to be incredibly selfless and surrender to his/her fate. The woman is regarded as a heart and soul to the continuation of the family name as well as a voliti on slave to her husband. fit in to the Press Trust of India (2010), Marriage can be forced to save honour, and women can be murdered for rejecting a forced marriage and marrying a partner of their own choice who is not satisfying for the family of the girl.Therefore arranged marriages tend to be sexist.Being in the twenty-first century, arranged marriages are now considered as an outdated notion. These days individuals believe that no third party can understand the workings of a persons heart other than them themselves. Love can also cloud ones intellectual and keep them from seeing the faults of their potential mate making it easier to compromise.In some parts of the world, arranged marriages should be completely outlawed as parents tend to take wrong use of it. Arranged marriages are considered as an wrong activity as this archaic method benefitted the arent more than their offspring. Some parents arrange marriages for their children within social circles itself. Others did it for the monetary rewards offered by the other family. Therefore, arranged marriage is sometimes considered as a business deal between two families as they look into the property, wealth and status of the family in the society and then finalize the relationship. Also, some of these pre-planned marriages were used as a bargaining come off to cease a war between opposing family feuds. For example, throughout history as far back as the Romans and the Greeks, the war was sometimes averted by the marriage of opposing cultures as a means to peace and prosperity.In an arranged marriage there are different sorts of pressures faced by the girl and the boy to be fair-skinned and physically attractive. In India the evil of dower system, concept of matching horoscopes and the caste and community issues, is sometimes taken to its extremum levels and has greatly contributed to the argument against arranged marriages.Getting to know the spouse before marriage is what plays the most prominent ro le in marriage satisfaction, but fulfilling this requirement depends on how much liberty were given to know our reverse sex, before marriage. Unlike our prospects of the ongoing transition from arranged marriage to freedom of mate choice, position of parents in selecting childrens mates has not really subsided. According to a research through by Xu Xiaohe and Martin King Whyte (1990), in twentieth century, Chinas communist initiated supporting freedom of mate choice for young people, while they were also opposing geological dating culture (Xiaohe and Whyte, 1990). Although this research solely includes Chinese society during 20th century, middle easterners have faced rather similar situation even in 21st century. When parents and the society support this character reference of strategy, parents can actually put the title of arranged marriage away, as well as keeping their authority vital. Meanwhile, they dont let their children date anyone, unless they extend to the person in p erson. In this case, they are actually letting their children roleplay and know their future spouse before marriage, so they have given them the opportunity to get to know that specific person before marriage, which could be considered an opportunity to fall in love or to develop bonds, but they arent actually letting them know the opposite sex. They are so discerning that they prefer to keep their children nave, rather than letting them risk their relationships, dating wrong people. Some people may think as long as you get to know your partner before marriage, its enough. But we believe in this case, you havent married the person you were in love with youve just found a decent partner to marry, because you were supposed to marry someone eventually. In arranged marriage, the importance of acquiring to know your partner before marriage is completely overlooked, which leads marriages to failure. Besides, when you dont know how people from your opposite sex behave, think, talk or rea ct to specific matters, and what are the things that they care about, misunderstanding is the first encumbrance which will add to discontentment of your arranged marriage.Its not deniable that the ones who are forced to arranged marriages find ways to compromise with their spouse because the criterions of knowing a marriage as satisfying are not simply limited to how couples get married. When couples are younger, they tend to assess level of their marriage satisfaction by their wealth or even political status. As time goes by, even presence of grand children can affect their rating of their marriage. For instance, our own grandparents got married when they didnt even know what marriage is so they were neer asked about who they prefer to choose as spouse However, if you ask them whether they were at rest with their marriage or not, they wouldnt express discontentment. Because if they had had dreams about marriage, they had put them aside to reach a compromise with the life they w ere forced to have, and if they didnt have an idea of marriage, they neer found out what love match is. This doesnt mean that couples who get married with love matches always stay as content as theyd been at the first place, but it does confirm the fact that normally, the ones who marry their love of their life, are more satisfied with their marriage, than couples who are already content of their current life, but got married based on arranged marriage.In the survey done by by Xu Xiaohe and Martin King Whyte (1990), it is stated that variations of mate selection do not involve just two categories, but a continuum from count parental control to total freedom of choice Along with this continuum. So basically, when we oppose arranged marriage, were not just against the gist of arranged marriage, but also against the strong authority that parents have over the procedure of getting married. Arranged marriage must be banned, because the ideology behind this type of marriage follows extr emely dogmatic patterns regarding parental authority that make lives of couples miserable.