Second language (L2) learning research suggests that virtual reality (VR) has the potential to enhance the development of language skills due to its immersive nature and its situated learning opportunities. This quantitative, between-subjects study compared the effectiveness of three learning conditions. University students (N = 63) studied…

Virtual reality (VR) presents an innovative and powerful approach to foreign language teaching, offering immersive and interactive environments that support vocabulary acquisition in engaging and meaningful ways. This study investigates the potential of VR using the self-developed application GermanVR, specifically designed to enhance vocabulary…

The purpose of this study was to examine the use of virtual reality, an emerging technology, to teach college-age students with intellectual disability and autism to acquire science vocabulary words relating to human anatomy. One student with autism and two students with an intellectual disability participated in a multiple baseline across skills…

Given that project-based learning (PjBL) allows for hands-on application in realistic contexts and that immersive virtual reality (iVR) allows learners to interact with multiple modalities of information and immerse in a real-world English environment, this study investigates how incorporating iVR technology into PjBL contexts affects students'…

Three modes of deliberate vocabulary study were investigated to determine how well they assisted learners' recall of the meaning of target concrete nouns. Two modes of tablet-based augmented reality, one context-independent (AR1) and one context-dependent (AR2), were compared with each other and with paper-based word cards (WC) in the deliberate…

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…

Vocabulary knowledge is essential for students' academic success. Unfortunately, students with language impairments may struggle to understand classroom vocabulary which may significantly impact a student's academic, behavioral, and social outcomes. Although most students with language impairments spend most of their school day in general…

This study explores the effectiveness of Virtual Reality (VR) in Chinese as a second language (CSL) vocabulary learning from the international students' perspective. A new theoretical framework of VR-based vocabulary learning was designed and verified to serve the investigation. A total of 30 international students learning CSL in a Chinese…

Individuals with disabilities have been less involved in school activities than their peers of the same age and this includes career preparation in science and math (Agran et al., 2019; Eriksson et al., 2007; Jackson et al., 2022). Students with disabilities often lack access to facilities, programs, and equipment, and acceptance by educators,…

The main purpose of this study was to provide validity evidence to support the creation and use of three instruments theorised to measure the existence of the form-meaning link between three sets of nonwords, and their assigned meanings within an experiment. The experimental study used a counterbalanced Latin square design to examine and compare…

The main focus of this study is to explore the use of Spherical Video-based Immersive Virtual Reality (SV-IVR) in investigating learners' fluency and vocabulary acquisition among sophomores in English as a Foreign Language (EFL) classrooms in higher education in Indonesia. Data were collected through 360-degree panoramic Virtual Reality (VR)…

This study aims to investigate whether VR-assisted language learning facilitates EFL learners' vocabulary learning and memory retention. One hundred seventy-seven Chinese undergraduate EFL learners were divided into VRG (VR-assisted instruction group) and CIG (conventional instruction group). Participants in the VRG (n = 75) were provided with…

This study explored designing Augmented Reality (AR) based language learning materials from the perspective of 50 pre-service English teachers recruited based on convenience sampling. Using one group pre-test-post-test design, both quantitative and qualitative data were gathered through pre- and post-surveys, and reflection form. According to the…

Preservice undergraduates should acquire many skills in their teacher preparation program that support them as future effective teachers. For special education preservice teachers, one of these important skills is teaching with the constant time delay procedure, an evidence-based practice for teaching learners with moderate or severe disabilities.…

This paper examines second-language vocabulary memorization. The use of augmented reality (AR) under visuospatial bootstrapping (VSB), a novel approach developed from work on the cognitive psychology of working memory, was contrasted with an established application, Quizlet that has been extensively used in foreign-language teaching. The AR-VSB…