Immersive and Gamified Approaches: VR/AR in Language Learning
DOI:
https://doi.org/10.69760/portuni.0106002Keywords:
Virtual reality (VR), augmented reality (AR), gamification, immersive learning, language acquisition, experiential learning, multisensory learning, technology-enhanced language educationAbstract
The evolution of digital technologies has significantly transformed language education, offering novel pathways for immersive and engaging learning experiences. Among these innovations, virtual reality (VR) and augmented reality (AR) technologies—especially when combined with gamification—have demonstrated the potential to revolutionize second language acquisition. This paper synthesizes current research on immersive and gamified language learning, highlighting the effectiveness of VR and AR environments in enhancing motivation, interaction, fluency, and learner autonomy. Grounded in experiential learning theory (Kolb, 2014) and the benefits of multisensory learning (Shams & Seitz, 2008), the study applies a conceptual analysis framework to systematically review and categorize the affordances and limitations of VR/AR tools in language education. Drawing on literature from Lin and Lan (2015), Parmaxi (2023), and others, this article identifies major thematic outcomes such as cognitive engagement, decreased anxiety, and adaptive learning opportunities. Despite their promise, challenges such as technological cost, access disparity, and instructor training remain barriers to mainstream adoption. The findings underscore the pedagogical potential of immersive-gamified strategies and call for more longitudinal, empirical, and interdisciplinary research. Practical implications for language teachers and policymakers are discussed, with future directions aimed at equitable implementation and evidence-based practice.
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