Immersive Virtual Reality In The Language Classroom: Insights From A Semester of Practice

Immersive virtual reality (iVR) is increasingly used in language learning, but its impact on learning outcomes compared to traditional methods remains unclear. This study specifically investigated the longitudinal effects of a six-session, semester-long intervention on student outcomes. Thirty-one participants were assigned to either an iVR group (n = 20), which engaged with the listening comprehension materials within an immersive headset, or a non-iVR control group (n = 11). Each completed two standardised listening comprehension tests (Test 1 and Test 2) over time. Learning trajectories were analysed using a linear mixed-effects model, testing for a Group x Time interaction . The model revealed a borderline Group x Time interaction (F = 3.78, p = .062, Kenward-Roger), with non-iVR participants showing a slight improvement from Test 1 to Test 2, while iVR participants declined. The estimated difference was -2.04 points (95% bootstrap CI: -4.18 to -0.077), suggesting a possible negative differential effect of iVR on learning over time. While the evidence is not definitive, these results indicate that iVR may hinder listening comprehension improvement compared to traditional methods in this context. Further research is needed to optimise iVR design and explore underlying mechanisms.