Comparing immersive Virtual Reality to mobile applications in foreign language learning in higher education: a quasi-experiment
Journal
Interactive Learning Environments
Date Issued
January 2021
Author(s)
DOI
10.1080/10494820.2020.1870504
Abstract
Virtual Reality applications are predicted to create a paradigm shift in
education, but there is little empirical evidence of their educational
value. Virtual Reality affordances to support language learning have not
yet been realized. This quasi-experimental study investigated the effect
of a Virtual Reality application on foreign language learning and
compared engagement, engrossment, and immersion between two
versions of the application (Virtual Reality and mobile). Twenty
experimental group undergraduate students used a head-mounted
Virtual Reality display and twenty control group students used a mobile
application for learning Italian as a foreign language. Data sources
included: (a) a 10 open-ended questions pre-test and post-test
measuring vocabulary skills, and (b) a validated questionnaire with 21
seven-point Likert scale items measuring engagement, engrossment,
and immersion. Findings revealed a statistically significant difference in
the experimental group students’ vocabulary performance when
students’ pre-test and post-test scores were compared. Engagement,
engrossment, and immersion received relatively high scores by Virtual
Reality participants. The study did not find a statistically significant
difference between the two conditions. The study provides preliminary
empirical data indicating that Virtual Reality applications can be both
effective and engaging for language learning, even though they were
not found to be superior to mobile applications.
education, but there is little empirical evidence of their educational
value. Virtual Reality affordances to support language learning have not
yet been realized. This quasi-experimental study investigated the effect
of a Virtual Reality application on foreign language learning and
compared engagement, engrossment, and immersion between two
versions of the application (Virtual Reality and mobile). Twenty
experimental group undergraduate students used a head-mounted
Virtual Reality display and twenty control group students used a mobile
application for learning Italian as a foreign language. Data sources
included: (a) a 10 open-ended questions pre-test and post-test
measuring vocabulary skills, and (b) a validated questionnaire with 21
seven-point Likert scale items measuring engagement, engrossment,
and immersion. Findings revealed a statistically significant difference in
the experimental group students’ vocabulary performance when
students’ pre-test and post-test scores were compared. Engagement,
engrossment, and immersion received relatively high scores by Virtual
Reality participants. The study did not find a statistically significant
difference between the two conditions. The study provides preliminary
empirical data indicating that Virtual Reality applications can be both
effective and engaging for language learning, even though they were
not found to be superior to mobile applications.