A Systematic Review of Research on High-Immersion Virtual Reality for Language Learning

Dhimolea, Tetyana Kucher; Kaplan-Rakowski, Regina; Lin, Lin

doi:10.1007/s11528-022-00717-w

Cited by 72 publications

(63 citation statements)

References 49 publications

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“…Although the authors all explored different topics, they ultimately all found that, when used appropriately, XR technologies can benefit language teaching and learning. This aligns with what recent meta-analyses of previous research on XR and CALL have reported (Dhimolea et al, 2022;Huang et al, 2021;Parmaxi, 2020;Qiu et al, 2021).…”

Section: Contributions To the Special Issuesupporting

confidence: 91%

“…However, some of the immersive realities, particularly MR, still remain vastly underexplored, due to how financially inaccessible they are for the majority of educators. Moreover, although research into the benefits of XR and language learning has been quite encouraging, the majority of work has still been exploratory, given that AR and VR technologies have only become more affordable in recent years (Dhimolea et al, 2022;Huang et al, 2021;Parmaxi, 2020;Qiu et al, 2021). In order to truly move the field forward, more quantitative control-experimental studies that empirically show that XR leads to language learning gains in the moment and also in the long term are critical.…”

Section: In Closingmentioning

confidence: 99%

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Sadler

Thrasher

2023

CALICO

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Introduction to Extended RealityThis special issue brings together five articles all situated within the field of extended reality (XR) and language learning. Since the release of the widely used Google Cardboard VR "headset" back in 2014, XR has been gaining in popularity among computer-assisted language learning (CALL) researchers and practitioners who are interested in understanding how to best use this technology for language acquisition.Extended reality is an umbrella term that encompasses three more specific types of immersive technologies: augmented reality (AR), mixed reality (MR), and virtual reality (VR). These three realities differ in the degree of immersion that they afford users, and can be classified on a continuum ranging from least (AR) to most (VR) immersive (see Figure 1 and Table 1).Augmented reality can be defined as a technology that allows users to superimpose virtual images or interactive media onto their real-life surroundings. This is typically done using a smartphone or a tablet, which makes AR one of the more financially accessible forms of XR, given that the vast majority of the adult population already owns a smartphone. One of the most well-known uses of AR is Pokémon GO, a smartphone game that went viral when it launched during the summer of 2016. In terms of language learning, AR applications such as Mondly (Figure 1, left) allow users to place various elements of virtual content into their environment to learn and practice L2 vocabulary. In the case illustrated in Figure 1, this includes

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Section: Contributions To the Special Issuesupporting

confidence: 91%

Section: In Closingmentioning

confidence: 99%

Xr

Sadler

Thrasher

2023

CALICO

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“…Research on high-immersion VR for language learning has been on the rise (see the most recent systematic review by Dhimolea, Kaplan-Rakowski & Lin, 2022), and has shown benefits in developing foreign language skills, including vocabulary learning (Legault et al ., 2019). Studies on interactions between learners (e.g.…”

Section: Background Researchmentioning

confidence: 99%

Exploring the use of social virtual reality for virtual exchange

Gruber¹,

Canto²,

Jauregi-Ondarra³

2023

ReCALL

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Mentored online intercultural interaction offers foreign language learners the opportunity to develop different competences, including intercultural, linguistic, and digital competence (O’Dowd, 2021). Such virtual exchange (VE) projects typically involve computer-mediated communication via, for example, Zoom. However, the use of high-immersion virtual reality (VR) for synchronous online collaboration in VE projects has received little attention. This study investigated the effect of VR on students’ levels of presence and engagement, on students’ communication and on students’ views on using VR for intercultural encounters compared to traditional videoconferencing tools. Twenty-seven university students from the Netherlands and Germany utilised VR to carry out intercultural learning tasks using English as a lingua franca during a four-week implementation period. Participants responded to pre- and post-intervention questionnaires, completed reflection journals, audio- or video-recorded their VR meetings and participated in interviews. Results showed that the levels of presence and engagement and preferences of social VR compared to videoconferencing for intercultural encounters depended on students individually. A VR immersion experience and comfortability scale was created based on the data which showed mixed experiences. VR influenced participants’ interactions, topics of conversation and communication strategies when they explored their spaces together. The results showed that students’ attitudes towards VR and their subjective experience of VR seem to play an important role in the VE-VR setting. VR provided a safe space for many participants. Positive attitudes towards communicating in the VR environment are highly correlated with positive attitudes towards meeting students from other countries in VR. Implications for language education are provided.

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“…A recent review conducted by Dhimolea et al (2022) found that studies into VR for language learning have mostly dealt with speakingadmittedly an important part of collaboration; however, there are far fewer studies into listening and even fewer that investigate other language learning-related skills in VR such as reading or writing. With this gap in mind, this article outlines a study that can be described as "classroom ethnography" (Watson-Gegeo, 1997: 135) which involves educational researchers, teachers and teacher educators, and which aimed to observe the learners' variety of language skills used during VR sessions.…”

Section: Introductionmentioning

confidence: 99%

“Whoa! Incredible!:” Language Learning Experiences in Virtual Reality

2023

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Recently, immersive virtual reality (VR) environments for language learning have garnered interest from researchers and practitioners alike, based on their realistic imitations of environments where target languages might be used for “authentic-like” interactions (with other learners, bots and avatars). However, the majority of research thus far has focused on university-level students’ perceptions of VR and there is a critical need for research examining how these environments can be used effectively with kindergarten to grade 12 students. This article discusses a pilot study that aims to fill this gap in research through a three-month-long VR study conducted with 10- to 11-year-old students in Spain ( n = 24) studying English as a foreign language (EFL). VR lessons were taught using the VR language learning platform Immerse and Oculus Quest 2 VR headsets. The data corpora consist of recordings of the VR activities, comparable non-VR classroom activities and teacher-directed student output (pre-VR and post-VR activities focused on the target language). Fragments of interactions during activities in both VR and the classroom were selected and transcribed. The Common European Framework of Reference for Languages: Learning, Teaching, Assessment Companion Volume (CEFR-CV) illustrative descriptors were then used to map the participants’ language performance to the CEFR-CV scales. Findings indicate that production of the target language is less controlled and less accurate in VR compared to face-to-face “traditional” oral activities in the classroom. However, there are more examples of spontaneous language use, more examples of mediation between the learners and even moments of higher than expected levels of production and comprehension, equivalent to English language level B1 descriptors in VR.

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A Systematic Review of Research on High-Immersion Virtual Reality for Language Learning

Cited by 72 publications

References 49 publications

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Exploring the use of social virtual reality for virtual exchange

“Whoa! Incredible!:” Language Learning Experiences in Virtual Reality

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