Comparing immersive Virtual Reality to mobile applications in foreign language learning in higher education: a quasi-experiment
Iolie Nicolaidou, Petros Pissas, Dimitrios Boglou
Abstract
Virtual Reality applications are predicted to create a paradigm shift in \neducation, but there is little empirical evidence of their educational \nvalue. Virtual Reality affordances to support language learning have not \nyet been realized. This quasi-experimental study investigated the effect \nof a Virtual Reality application on foreign language learning and \ncompared engagement, engrossment, and immersion between two \nversions of the application (Virtual Reality and mobile). Twenty \nexperimental group undergraduate students used a head-mounted \nVirtual Reality display and twenty control group students used a mobile \napplication for learning Italian as a foreign language. Data sources \nincluded: (a) a 10 open-ended questions pre-test and post-test \nmeasuring vocabulary skills, and (b) a validated questionnaire with 21 \nseven-point Likert scale items measuring engagement, engrossment, \nand immersion. Findings revealed a statistically significant difference in \nthe experimental group students’ vocabulary performance when \nstudents’ pre-test and post-test scores were compared. Engagement, \nengrossment, and immersion received relatively high scores by Virtual \nReality participants. The study did not find a statistically significant \ndifference between the two conditions. The study provides preliminary \nempirical data indicating that Virtual Reality applications can be both \neffective and engaging for language learning, even though they were \nnot found to be superior to mobile applications.