Effects of using depth and motion in virtual reality to enhance Language learning

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Abstract
The study explores the integration of a novel virtual reality (VR) approach into language learning within massive open online courses (MOOCs). Specifically, it investigates the effectiveness of complementary VR activities designed to enhance both grammar and vocabulary learning in this context. These activities are intended to be integrated with currently widespread communicative approaches. Starting from Mayer’s cognitive theory of multimedia learning, the developed activities embed the depth dimension and body motion into the learning process to enhance its effectiveness. A sample of 40 students was involved in the VR experiment. The learning effectiveness was tested by comparing the outcomes of a group of students participating in the VR experiment with those of another group who carried out comparable screen-based MOOC activities. An additional analysis was made by testing the knowledge of VR group before and after the learning activities. A survey was administered at the conclusion of the post-test to investigate participants’ perceptions of the activities in terms of perceived usefulness, perceived learning effectiveness, enjoyment, and comfort. The research results showed promising learning outcomes associated with the novel VR approach in the examined case study. Moreover, the survey analysis provided valuable insights for the design of VR learning activities and revealed a positive reception, which, along with the activities’ features, suggests that the approach could be well-suited for integration into language learning MOOCs. The developed framework has been situated within a well-established theoretical model for integrating depth and motion into learning activities in immersive environments, with the objective of enhancing learning performance and experience.
Funding Information
  • Università degli Studi di Genova

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