Teaching With Immersive Virtual Reality: Perceptions of Korean Trainee Teachers

Ivr And Language Education

Based on the degree of immersion, VR can be broadly categorized into non-immersive, semi-immersive, and immersive VR (Villena-Taranilla et al., 2022). To display a vivid virtual world, iVR generally requires specialized and expensive headsets and controllers. In contrast, non-immersive and semi-immersive VR offer users less realistic but more affordable experiences (e.g., Wu et al., 2022). A recent review by Parmaxi (2020) revealed that most literature on VR language learning has focused on the use of non- or semi-immersive VR due to cost, internet requirements, and usability. Yet, researchers such as Chun et al. (2022) and Lan (2020) have suggested that the educational use of iVR increases student motivation and interest in learning, enhances engagement, reduces cognitive load, and reinforces long-term memory. It also lowers language learning anxiety (Wu et al., 2021) and improves communicative competence (DeWitt et al., 2022).

Wang et al. (2020) synthesized the theoretical underpinnings of iVR language learning. In their proposed model, iVR provides learners with opportunities for immersive (physically and psychologically), situated, and scaffolded learning. With these unique affordances, language learners are more likely to progress their learning both linguistically and affectively through meaningful interactions with people, objects, and technology. Nonetheless, Traxler and Kukulska-Hulme (2016) cautioned that advanced technology per se is ineffective on its own.

Dhimolea et al. (2022) reviewed the latest research about iVR in language education. According to their review, although related research has increased in recent years, the number of iVR language learning studies remains insufficient. Moreover, they found that most attention has focused on a small number of topics such as vocabulary acquisition, oral communication, and writing skills and most of the existing studies are conducted from the perspective of students. Therefore, to combat the Wow effect of new technology and to provide and sustain student learning, more attention is needed to explore teachers’ effective use of iVR in their teaching practices.