Virtual reality (VR) has become a prominent tool in language education, enabling learners to engage with the target language in immersive and interactive contexts. Despite growing research on VR in language learning, few meta-analyses exist. This study examines its impact, with immersion level, language skill, task type, and contact with non-human characters as some of the potential moderators.Following PRISMA methodology, peer-reviewed studies and conference proceedings published between 2015 and 2025 were identified via Scopus and Web of Science. Preliminary findings suggest overall positive trends, though further analysis is needed to determine the potential of VR. This research contributes to understanding how technological affordances interact with learner characteristics and pedagogical approaches.
The Impact of Virtual Reality on L2 Learning Performance: A Meta-Analysis of Effectiveness Studies from 2015–2025
Fabiola Camandona
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2025-01-01
Abstract
Virtual reality (VR) has become a prominent tool in language education, enabling learners to engage with the target language in immersive and interactive contexts. Despite growing research on VR in language learning, few meta-analyses exist. This study examines its impact, with immersion level, language skill, task type, and contact with non-human characters as some of the potential moderators.Following PRISMA methodology, peer-reviewed studies and conference proceedings published between 2015 and 2025 were identified via Scopus and Web of Science. Preliminary findings suggest overall positive trends, though further analysis is needed to determine the potential of VR. This research contributes to understanding how technological affordances interact with learner characteristics and pedagogical approaches.
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IALC_Proceedings_170 (2).pdf
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Descrizione: Virtual reality (VR) has become a prominent tool in language education, enabling learners to engage with the target language in immersive and interactive contexts. Despite growing research on VR in language learning, few meta-analyses exist. This study examines its impact, with immersion level, language skill, task type, and contact with non-human characters as some of the potential moderators.Following PRISMA methodology, peer-reviewed studies and conference proceedings published between 2015 and 2025 were identified via Scopus and Web of Science. Preliminary findings suggest overall positive trends, though further analysis is needed to determine the potential of VR. This research contributes to understanding how technological affordances interact with learner characteristics and pedagogical approaches.Keywords: foreign language acquisition, virtual reality, L2 learning performance, meta-analysis
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