Learning a second language (L2) presents a significant challenge to many people in adulthood. Platforms for effective L2 instruction have been developed in both academia and the industry. While real-life (RL) immersion is often lauded as a particularly effective L2 learning platform, little is known about the features of immersive contexts that contribute to the L2 learning process. Immersive virtual reality (iVR) offers a flexible platform to simulate an RL immersive learning situation, while allowing the researcher to have tight experimental control for stimulus delivery and learner interaction with the environment. Using a mixed counterbalanced design, the current study examines individual differences in L2 performance during learning of 60 Mandarin Chinese words across two learning sessions, with each participant learning 30 words in iVR and 30 words via word–word (WW) paired association. Behavioral performance was collected immediately after L2 learning via an alternative forced-choice recognition task. Our results indicate a main effect of L2 learning context, such that accuracy on trials learned via iVR was significantly higher as compared to trials learned in the WW condition. These effects are reflected especially in the differential effects of learning contexts, in that less successful learners show a significant benefit of iVR instruction as compared to WW, whereas successful learners do not show a significant benefit of either learning condition. Our findings have broad implications for L2 education, particularly for those who struggle in learning an L2.

The value of field trips is undisputed across disciplines. Field-site visits whether in social or physical sciences provide grounding for place- and discovery-based learning. Yet field trips have limitations that can now be overcome by the promise of immersive technologies that can improve quality and accessibility. This promise is twofold: First, we can harness advancements made in sensing technologies to create immersive experiences of places across the earth efficiently; second, we can provide detailed empirical evaluations on immersive learning and quantify educational value. We report on a study that splits an introductory geosciences course into two groups with one group experiencing a traditional field trip, while a second group visits the same site virtually, immersing the students in the site using a head-mounted device. Results show the advantages of virtual field trips (VFTs) concerning enjoyment, learning experience, and actual lab scores. We embed the discussion of these results into a more general assessment of the advantages of VFTs and a taxonomy of VFTs as a basis for future studies.

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Virtual reality (VR) is emerging as a rapidly developing technology that holds significant promises to impact student learning. In this review, we focus on the features of this technology regarding levels of immersion and interac on and individual differences in cogni ve characteris cs of VR learners. We a empt to parse the specific technological features that enable effec ve learning and examine how students mentally process these features. While VR helps to create situated learning condi ons, its theore cal significance lies in its ability to provide percep on-ac on enabled experiences to the learner, and it is these experiences that lead to posi ve behavioural and brain outcomes compared to tradi onal methods of learning. Our discussion highlights the understanding of VR learning with respect to individual differences, especially in spa al abili es of the learner, and how variability in spa al abili es might impact both spa al learning and language learning.

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The availability and quantity of remotely sensed and terrestrial geospatial data sets are on the rise. Historically, these data sets have been analyzed and quarried on 2D desktop computers; however, immersive technologies and specifically immersive virtual reality (iVR) allow for the integration, visualization, analysis, and exploration of these 3D geospatial data sets. iVR can deliver remote and large-scale geospatial data sets to the laboratory, providing embodied experiences of field sites across the earth and beyond. We describe a workflow for the ingestion of geospatial data sets and the development of an iVR workbench, and present the application of these for an experience of Iceland's Thrihnukar volcano where we: (1) combined satellite imagery with terrain elevation data to create a basic reconstruction of the physical site; (2) used terrestrial LiDAR data to provide a geo-referenced point cloud model of the magmatic-volcanic system, as well as the LiDAR intensity values for the identification of rock types; and (3) used Structure-from-Motion (SfM) to construct a photorealistic point cloud of the inside volcano. The workbench provides tools for the direct manipulation of the georeferenced data sets, including scaling, rotation, and translation, and a suite of geometric measurement tools, including length, area, and volume. Future developments will be inspired by an ongoing user study that formally evaluates the workbench's mature components in the context of fieldwork and analyses activities.