Introduction to Augmented and Virtual Reality in Language Learning
The integration of augmented reality (AR) and virtual reality (VR) into language learning has been a growing area of research in recent times. This is especially true for vocabulary learning, where AR and VR have shown promise in enhancing the training experience. However, there’s a scarcity of comprehensive reviews analyzing the most recent research on AR-assisted vocabulary learning (ARVL) and VR-assisted vocabulary learning (VRVL).
Background and Research Gap
A scientific review of 37 empirical studies from 2020 to 2024 was conducted to fill this research gap. The studies were chosen from the domains of ARVL and VRVL and analyzed across five dimensions: major characteristics, vocabulary learning (VL) process, VL effectiveness, advantages, and limitations. The review aimed to supply insights into the present state of ARVL and VRVL research and discover areas for future investigation.
Key Findings
The review revealed that while VRVL studies employed head-mounted displays (HMD) more regularly, ARVL studies outnumbered VRVL studies, with a give attention to non-wearable AR. Higher education was the first focus of the research, with elementary education being the second commonest area of study. Most VRVL studies took a more thorough approach, while ARVL research focused on basic vocabulary knowledge. The incorporation of auditory effects improved the multimedia VL experience in a good portion of VRVL studies.
Comparison of ARVL and VRVL
The review found that each ARVL and VRVL studies indicated that learners in AR/VR-supported environments achieved significantly greater vocabulary gains than those using traditional methods. However, VRVL’s impact on vocabulary gain and retention can have been more rigorously examined and potentially simpler than ARVL. The intentional learning approach was preferred over the incidental approach in each fields, although incidental learning was barely more common in VRVL studies.
Areas for Future Research
The review identified several areas for future investigation, including using wearable devices in ARVL studies, VRVL in elementary and preschool settings, and ARVL for junior high learners. Additionally, vocabulary retention in ARVL and VRVL contexts requires further research. Comparative empirical studies and meta-analyses regarding the effectiveness of VL in these two learning modes are also beneficial.
Conclusion
In conclusion, the combination of AR and VR into language learning has shown promise in enhancing vocabulary learning. While each ARVL and VRVL have their advantages and limitations, the review suggests that VRVL can have a more significant impact on vocabulary gain and retention. Further research is required to totally explore the potential of ARVL and VRVL and to discover probably the most effective approaches for implementing these technologies in language learning. By doing so, educators and researchers can create a synergistic approach that further supports vocabulary learning and improves language learning outcomes.
