Live, play, and learn: Language learner engagement in the immersive VR environment

The use of immersive virtual reality (iVR) technology creates an infinite set of possibilities for language learners both inside and outside the traditional classroom setting. In contributing a deeper understanding of language education with iVR, the present study explored how low-proficiency level...

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Bibliographic Details
Published in:Education and information technologies 2024-06, Vol.29 (9), p.10529-10550
Main Authors: Lee, Sangmin-Michelle, Yang, Zi, Wu, Junjie Gavin
Format: Article
Language:English
Subjects:
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computers and Education
Education
Educational Environment
Educational Technology
Elementary education
English as a second language learning
English proficiency
Grade 4
Information Systems Applications (incl.Internet)
Korean language
Language instruction
Learner Engagement
Learning environment
Learning outcomes
User Interfaces and Human Computer Interaction
Virtual reality
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Summary:The use of immersive virtual reality (iVR) technology creates an infinite set of possibilities for language learners both inside and outside the traditional classroom setting. In contributing a deeper understanding of language education with iVR, the present study explored how low-proficiency level English learners perceived iVR and how iVR benefited language learning. This mixed-method study included qualitative data (screen and in-class recordings, post-interviews) and quantitative data (pre-and posttests, post-surveys). Twenty-five 4th graders in a Korean elementary school participated in this study and the study explored their language learning experiences with an iVR platform, Immerse . Findings showed that the students perceived the activities in iVR as motivating, enjoyable, and useful for learning English. Specifically, the current study investigated students’ behavioral, affective, and cognitive engagement. The results showed that the iVR learning environment had a positive impact on students’ engagement in all three dimensions. The pre- and post-test results indicated that learning outcomes were significantly enhanced after the iVR sessions. The study suggests pedagogical implications to effectively utilize iVR technology for language learning based on the results.
ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-023-12215-4