Language Learning with VR: The Effects of Immersive Gamification on
Student Motivation and Knowledge
Klara
ˇ
Znider
ˇ
si
ˇ
c
a
, Nik Jan
ˇ
Spruk, Matija Marolt
b
and Matev
ˇ
z Pesek
c
Faculty of Computer and Information Science, University of Ljubljana, Slovenia
Keywords:
Virtual Reality, Language Learning, Gamification.
Abstract:
The study explores the possibility of virtual reality (VR) games to support language learning, focusing on
their impact on motivation and knowledge consolidation. We developed a VR game for language learning
and investigated its effects on high school students. This immersive role-playing game enables students to
experience language learning in a virtual environment. As they explore the digital world, interact with non-
playable characters, and engage with objects, students reinforce their vocabulary through associative learning
techniques. We conducted the experiment with first-year high school students who had no prior knowledge
of German. The VR game showed a positive effect on traditional exam performance and language learning
outcomes. Students’ scores in German language exams increased, suggesting that immersive and interactive
learning can improve language skills. Participants also took part in focus groups in which they expressed
satisfaction with the game and saw its potential as a complementary tool to reinforce traditional learning
methods.
1 INTRODUCTION
The development of virtual reality (VR) and aug-
mented reality (AR) in recent years has created
numerous opportunities to modernize various areas
(Jensen and Konradsen, 2018; Pesek et al., 2024).
The versatility of these technologies has been used
in gaming, education and therapy to create immer-
sive and engaging experiences (Emmelkamp and
Meyerbr
¨
oker, 2021; Hartanto et al., 2014; Howard,
2017). In addition, user motivation and engagement
can also be increased through the implementation of
gamification, i.e. the use of game elements in non-
game contexts (Dehghanzadeh et al., 2021; Mauroner,
2019). The integration of VR and gamification in
learning environments therefore offers great opportu-
nities for innovation. It allows learners to immerse
themselves in realistic environments where they can
practice content in a safe, error-friendly environment.
In language education, for example, VR can simu-
late real-life scenarios in which learners use the target
language, improving their understanding and com-
munication skills. Compared to traditional learning
methods, which are often based on memorizing gram-
a
https://orcid.org/0009-0006-7641-8472
b
https://orcid.org/0000-0002-0619-8789
c
https://orcid.org/0000-0001-9101-0471
mar and vocabulary (Walia, 2012), VR-based learning
can be less monotonous and more engaging. Modern
methods such as mobile games also improve language
learning through features such as adaptive learning
and instant feedback (Huu Phuc and Nghi, 2023).
However, VR surpasses these tools by providing an
immersive experience that replicates a language-rich
environment without the cost or logistical challenges
of traveling.
While many language learning applications have
already been developed and widely adopted, most of
them do not yet utilize the latest extended reality tech-
nologies. This could be due to the limited accessibil-
ity of VR compared to smartphones, which are avail-
able to almost everyone. Of the few applications that
have experimented with VR, many lack comprehen-
sive user studies and there is still a large gap in un-
derstanding how such technologies can be effectively
integrated into formal education.
Our work aims to develop a new VR game for lan-
guage learning and evaluate its impact on students.
We not only want to provide a novel immersive expe-
rience, but also consider it as a potential complemen-
tary tool in schools.
To measure the effectiveness of VR for language
learning, we collected data through questionnaires
and interviews. These results provide valuable in-
102
Žniderši
ˇ
c, K., Špruk, N. J., Marolt, M. and Pesek, M.
Language Learning with VR: The Effects of Immersive Gamification on Student Motivation and Knowledge.
DOI: 10.5220/0013347400003932
Paper published under CC license (CC BY-NC-ND 4.0)
In Proceedings of the 17th International Conference on Computer Supported Education (CSEDU 2025) - Volume 1, pages 102-110
ISBN: 978-989-758-746-7; ISSN: 2184-5026
Proceedings Copyright © 2025 by SCITEPRESS – Science and Technology Publications, Lda.

sights into users’ experiences with the game and shed
light on the possibilities of integrating VR into formal
education.
The paper is organized as follows: Section 2
presents notable work on gamified language learning
applications. Section 3 introduces our new applica-
tion, the LingoVerse Game. Section 4 describes the
experimental design of our research, while Section 5
presents the results. Finally, Section 6 concludes with
a discussion of the findings.
2 RELATED WORK
The use of VR for educational purposes has been
studied, including its application to language learn-
ing, which has gained prominence in the last two
decades (Panagiotidis, 2021; Li et al., 2021). Lan
(2020) conducted a user study on the use of VR for
learning Chinese and English as foreign languages
and found that the integration of VR into the learn-
ing process promotes user motivation and autonomy.
Participants showed a positive attitude towards the
learning content and reported that they enjoyed the
experience of the virtual environments. Similarly,
Lan et al. (2015) explored how different contexts
affect foreign language learning. Their compari-
son of virtual and traditional learning environments
found that participants demonstrated a more acceler-
ated learning trajectory in the VR setting, suggest-
ing that simulated experiences can facilitate language
acquisition. The increased attention and interest can
also be attributed to the contextual learning approach
in VR environments, where users learn vocabulary
through the use of sentences while receiving clues to
the meaning and pronunciation. According to Chen
(2016), auditory stimuli can help students consoli-
date orthographic knowledge by linking word forms
to their corresponding sound patterns. In research
on American Sign Language (ASL) learning, Alam
et al. (2024) confirmed that intuitive design and clear
instructions are critical to the success of VR-based
learning. They emphasized the importance of devel-
oping user-friendly tools with transparent guidelines,
especially for games with complex interactions.
2.1 Language Learning with Gamified
Elements
Speaking a new language is often perceived as stress-
ful in many countries (Dehganzadeh and Dehgan-
zadeh, 2020), and factors such as the complexity
of learning methods, disengagement, negative atti-
tudes, and learner abilities can significantly impact
foreign language acquisition (Dehganzadeh and De-
hganzadeh, 2020). Therefore, the use of gamified vir-
tual environments is of great importance, as it con-
tributes to improving educational outcomes. Game-
like learning approaches can enhance the overall ex-
perience for students (Prathyusha, 2020), and the in-
clusion of game elements and mechanisms within
a non-game context—such as badges, leaderboards,
points, feedback, challenges, social features, levels,
progress bars, and teams—was shown to promote en-
gagement. These gamified elements are highly valued
by learners, who often perceive them as engaging, im-
mersive, and beneficial for learning, as they encour-
age active participation (Perry, 2022).
There are a large number of mobile and web-based
applications for language learning. One of the best
known is the Duolingo app, a web-based and mo-
bile virtual language learning environment for learn-
ing several foreign languages. In addition to gam-
ified elements, its main features are spaced repeti-
tion (SRS), interleaving and instant feedback (Mun-
day, 2017). Compared to Duolingo, the Babbel app
focuses more on efficiency and less on the gamifi-
cation elements. Babbel users can choose between
different courses and the desired language efficiency,
which is immediately followed by a lesson (Nushi and
Eqbali, 2018). Another mobile and web-based appli-
cation, Rosetta Stone, uses visuals, text, and sound
to teach various vocabulary phrases and grammati-
cal functions naturally, without the need for transla-
tion (Nur and Annisa, 2021). Memrise is an app that
uses three scientific principles— elaborate encoding,
choreographed testing, and scheduled reminders— to
support vocabulary learning (Zhang, 2019). It incor-
porates gamification, where new words are presented
as ”seeds of memory” that turn into flowers when the
user reviews them.
2.2 Language Learning with VR
Among the few VR language learning applications,
Mondly VR is the most thorough as it focuses on for-
eign language learning and covers two areas: vocabu-
lary and conversation. Users can learn new words and
phrases in context, practice language skills such as lis-
tening and reading and receive feedback on their pro-
nunciation (Klimova, 2021). Although Mondly VR
functions as a virtual reality app with speech recogni-
tion, it requires the use of two languages: the learner’s
native language and the target language. As it only
supports some languages, not everyone can use it.
Furthermore, the app is not adapted to a school cur-
riculum, so it is not suitable for structured use in
the classroom. The Let’s Date! VR app uses 360-
Language Learning with VR: The Effects of Immersive Gamification on Student Motivation and Knowledge
103

degree videos to improve listening comprehension
and speaking skills by immersing users in a dating
agency setting, simulating a real-life situation (Berns
and Reyes-S
´
anchez, 2021). Goethestr. 56 provides
an immersive learning environment where users learn
German by participating in everyday activities in a
family home on Goethe’s Street 56 (Bartholdy et al.,
2023).
While most studies emphasize the positive effects
of VR on language learning, some report that users
may become more focused on the gamified environ-
ment than on the language itself, which could hin-
der their language development, particularly in writ-
ing (Li et al., 2021). Although vocabulary acquisi-
tion generally improves, many studies note a decline
in writing practice.
3 THE LINGOVERSE GAME
LingoVerse is an innovative open-world role-playing
game (RPG) designed for immersive language learn-
ing using VR. Its main goal is to improve players’ lan-
guage skills by directly engaging with the target lan-
guage through interactive tasks. The player navigates
through the virtual world using VR controllers, freely
exploring different environments, interacting with ob-
jects to reinforce vocabulary and playing mini-games
that improve vocabulary through associative learning.
The interactive language learning tool is based on the
premise of linking text elements in the foreign lan-
guage with corresponding objects and engaging in
conversations with non-player characters (NPCs) in
the virtual world so that the user can learn the lan-
guage intuitively. The game currently offers scenar-
ios for learning German with an interactive interface
in English.
We have adopted the concept of short lessons
and game mechanics, similar to Duolingo and other
widely used applications that motivate and engage
users in the learning process. Similar to the Rosetta
Stone, our game immerses users in the world of the
target language without directly translating it, encour-
aging natural language acquisition and application in
real-world contexts. Following the Pimsleur method,
the game encourages users to actively participate in
dialogs, which facilitates the repetition and consolida-
tion of phrases. The key to long-term retention is the
spaced repetition method (SRS), which is also used in
applications such as the flashcard app Anki (Elmes,
2006) and Memrise. Our system allows lessons to be
repeated automatically after a certain period of time,
which improves long-term retention of the learned
material.
3.1 Game Mechanics and Design
The ability to freely explore different locations is
closely tied to learning and simulates the experience
of living in a country where the target language is spo-
ken. Players encounter new words and phrases as they
discover new areas, objects, mini-games and NPCs.
The NPC dialogs are a core element of the game.
Users can converse with various NPCs scattered
throughout the virtual worlds. Each NPC has a prede-
fined set of dialogs that are used to learn certain words
or phrases in the target language. The dialogs are de-
signed to encourage players to repeat new words fre-
quently and use them in context to improve language
retention and comprehension. The NPC conversa-
tions consist of both text and audio components, fol-
lowed by player responses. Task types in the dialogs
include inserting the correct word or phrase into a sen-
tence and choosing the correct verb conjugations. For
each correct answer, the player receives points that
contribute to progress in the game.
Figure 1: Dialogue with a character in the game.
3.1.1 The Matching Pairs Game
In the Matching Pairs game, players match objects
to corresponding words. Each game contains objects
that are related to a specific theme or environment,
e.g. kitchen utensils or food. At the beginning of the
game, the objects are randomly placed in predefined
locations. The player must then place the objects in
the designated places where the corresponding names
are written in the foreign language. Once all the ob-
jects have been placed, the player receives a score
based on the number of correctly matched pairs and
the time required to complete the game.
3.1.2 The Interactive Objects
The mechanic of picking up items allows the player to
manipulate objects that are highlighted when picked
up. When the player picks up a particular item for the
first time, a window will pop up displaying the name
of the item in the target language along with an audio
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104

Figure 2: Matching Pairs game.
pronunciation. The player can manually activate this
window by pressing a button on the controller while
holding the object. This allows the player to associate
the visual perception of objects with the correspond-
ing names and thus improve their vocabulary and pro-
nunciation.
Figure 3: Picking up an interactive object (pineapple).
3.2 Technology and Development Tools
The game was developed using the Unity game en-
gine, which is one of the most popular tools for game
development due to its flexibility and broad plat-
form support. Unity enables efficient integration with
VR devices and offers a variety of functionalities for
the development of interactive and visually appealing
games. We used the C# programming language, the
primary language for game development in Unity, as
it offers a high level of control and is robust enough
for complex operations.
For VR integration, we used OpenXR and the
Oculus Quest SDK, which allowed us to optimize
the game for performance on Oculus Quest devices.
OpenXR simplifies the development of AR/VR appli-
cations by providing a common set of APIs for devel-
oping XR applications that run across a wide range of
AR and VR devices. The Oculus Quest SDK provides
tools and libraries specifically for optimizing content
for Oculus Quest VR devices.
We have also implemented the Powerful Intuitive
Node/Narrative Assistant (PINA) system for dialog
systems. PINA allows us to design complex dialogs
with multiple choices and actions for dynamic NPC
interactions. The dialogs are designed through a vi-
sual interface, making it easier to test dialog scenarios
without the need for additional programming. This
feature can also enable teachers to contribute new
content to the application without the need for in-
depth programming knowledge.
Figure 4: PINA - Visual Dialogue Editor.
For the implementation of mini-games, we used
Scriptable Objects, which are part of the Unity frame-
work and allows separation of the game data from
the logic, ensuring greater modularity and reusabil-
ity of code components. This approach was par-
ticularly useful when developing mini-games, as we
could easily customize game rules, parameters and
content without changing the core code.
3.3 Optimization
Due to the nature of VR, where a high refresh rate is
recommended to prevent user motion sickness (Eun-
hee Chang and Yoo, 2020), we performed a thorough
optimization of the graphical assets and code. This
included reducing the graphical resolution and using
occlusion culling to improve the scene rendering. Oc-
clusion culling is a technique that improves rendering
performance by not displaying objects in the world
that are hidden behind other objects. This means
that the GPU only processes visible elements, reduc-
ing the number of polygons and improving the frame
rate. We have also introduced a tunneling vignette
that blurs the edges of the field of view during move-
ment to reduce player’s nausea.
Instead of dynamic lighting, we have imple-
mented baked lighting, where the lighting calcula-
tions are performed in advance and stored as part of
the textures. This significantly reduces the CPU load
and has a positive effect on the overall performance
of the game as no real-time lighting calculations are
required.
Language Learning with VR: The Effects of Immersive Gamification on Student Motivation and Knowledge
105

To manage complexity in the later stages of the
game, we have also optimized scene management by
using smaller and more focused scenes that allow for
faster loading and improved game stability. This ap-
proach improves the experience by reducing the like-
lihood of technical issues or lags that could interrupt
gameplay.
3.4 Content
The visual style of the game is designed in a low-
poly style, characterized by the minimalist use of ge-
ometric shapes, which is very suitable for mobile and
VR platforms as it offers both high performance and
an esthetically pleasing experience. We used profes-
sionally designed models from Synty Studios
1
. For
the background music, we used royalty-free tracks
and the NPC dialogs and the pronunciation of ob-
ject names were recorded by native German speakers.
This allows players to experience authentic pronunci-
ation, accent and melody of the target language. The
content of the game is directly related to the learn-
ing material and is based on the Direkt Interaktiv 1
(
ˇ
Cern
´
y et al., 2022a,b) textbook series, which was de-
signed for first and second year high school students
and is widely used in Slovenian schools.
4 EXPERIMENTAL SETUP
To evaluate the effectiveness and user experience of
the VR-based language learning game, we conducted
an experiment with 14 first-year high school students
with no prior knowledge of German. Both sessions
of the experiment followed a structured schedule and
included pre- and post-tests, game sessions and the
collection of user feedback.
The first experimental session started six weeks
after the beginning of the school year and lasted 14
days. The students were divided into two groups
(A and B). Each group took turns using Meta Quest
VR headsets at home for one week. Pre- and post-
test questionnaires along with German language pro-
ficiency tests were administered as follows:
• Day 0. Introductory session and initial testing
(pre-test questionnaire and German language pro-
ficiency test).
• Day 7. Final test and post-test questionnaire for
group A and initial test for group B.
• Day 14. Final test and post-test questionnaire for
group B.
1
https://www.syntystudios.com/
The second experimental session was conducted
six months later, using game content aligned with the
students’ curriculum. This time, both groups were
tested simultaneously:
• Day 0. Initial German proficiency test for both
groups.
• Day 7. Mid-session test for both groups.
• Day 14. Final test and focus group discussions for
both groups.
4.1 Evaluation Process
To facilitate the introduction to VR and LingoVerse,
students were provided with a short video tutorial
2
explaining how to use the headset and game con-
trollers. They also had access to an introductory world
in the game where they could familiarize themselves
with the different concepts of the game, instructions,
and simple examples of games and interactions with
NPCs.
Data was collected using standardized language
proficiency tests, questionnaires, game interactions
and focus groups. During sessions, gameplay data
was collected on the participants’ assigned VR de-
vices. Key game data included play time, interac-
tions with NPCs, object pickups, and mini-game per-
formance. This information was stored locally on VR
devices and transferred to a MongoDB database via
an API. We used standardized language tests to mea-
sure vocabulary, grammar and communication skills.
Additional questionnaires collected feedback on user
experience, enjoyment of the game and motivation
to learn. Focus groups provided deeper insights into
players’ experiences, what they liked best and how
useful the game could be if developed and integrated
into the curriculum.
5 RESULT ANALYSIS
The 14 participants in the study were students of the
same first-year high school class. All were 15 years
old except one, who was 14. Therefore, since people
from the same age group participated in the experi-
ment, the age factor is eliminated from the results.
5.1 Pre-Test Questionnaire Summary
The first questionnaire assessed video gaming habits,
including frequency, preferred platforms, reasons for
gaming and weekly gaming time.
2
Nik Jan
ˇ
Spruk, Video tutorial for the game, https:
//youtu.be/QzoZJ6bAfdU
CSEDU 2025 - 17th International Conference on Computer Supported Education
106

• Gaming Frequency. 7 students play daily, while
the rest play less frequently, with 3 almost never
playing and 4 playing once a week or less.
• Preferred Platforms. Most students (57.2%)
prefer mobile devices, followed by computers
(28.6%) and gaming consoles (14.2%).
• Reasons for Gaming. Their main reason for
playing games is fun (71.4%), followed by re-
laxation (21.4%), learning (14.3%), and boredom
(14.3%).
• Weekly Playing Time. Most students play be-
tween 0-3 hours per week, with 2 students stating
that they do not play at all.
5.2 Language Learning and Perception
We interviewed 14 students about their language
learning habits. 8 students were learning a foreign
language, mainly English (4) and German (2), while 6
students were not learning any language. Mobile apps
(79%) were the most popular learning resource, fol-
lowed by books (57%), language courses (29%) and
dictionaries (14%).
Students rated the effectiveness of video games
for language learning as 4.21 out of 5 on average, with
the games being seen as entertaining and engaging.
They preferred vocabulary (85.7%) and grammar ex-
ercises (57.1%), while pronunciation exercises were
less popular (42.9%).
The perceived value of VR immersion for learning
was rated 4.21 out of 5, with students emphasizing the
engagement of VR due to its novelty and interactiv-
ity. Most students (57.1%) preferred to learn alone in
VR and 50% preferred 15-30 minute sessions. When
comparing VR to traditional classroom learning, stu-
dents rated VR as more engaging (4.71 out of 5), cit-
ing its dynamic and interactive nature.
Students were also asked about their opinions on
traditional learning methods and their preferences for
VR language learning. The survey results showed that
textbooks were the least preferred learning method,
with 64.3% of students stating that they did not find
them attractive. Knowledge tests, such as quizzes,
were the second least preferred method, with 42.9%
of students expressing a dislike for them. This was
followed by workbooks, which 28.6% of students
found less appealing. Group work was the least dis-
liked method, with no students expressing a dislike of
it.
When asked about preferred VR scenarios, the
most popular option was practicing the language in
a virtual city, chosen by 8 students, followed by his-
torical events and fictional stories with 6 votes.
Regarding the motivation to practice speaking in
VR, the average score was 3.29 out of 5, with a high
standard deviation of 1.27, reflecting different opin-
ions. Some students felt more motivated due to the
convenience and interactivity of VR, while others saw
no significant advantage over traditional methods.
5.3 German Language Proficiency Test
Results
The German language tests conducted during the first
and second experimental sessions assessed the im-
provement in language skills. The Wilcoxon signed-
rank test was used to calculate statistically significant
differences between sessions and groups. This non-
parametric method was chosen due to the small sam-
ple size and non-normal distribution of the data. In-
stead of p-values, we used the Wilcoxon statistic (W-
value) with a critical value of 3 for statistical signifi-
cance.
The results from the first session, shown in Ta-
ble 1, indicate a significant improvement in both
groups between the first and second tests.
For the second session (Table 2), the data from
Group 1 were not included in the statistical analysis
as there were not enough valid responses. The results
of Group 2 showed a significant difference between
the second and third test, as can be seen in Table 3.
However, the other comparisons showed no statisti-
cally significant differences.
5.4 Gameplay Data Results
The estimated time participants were expected to
spend on the game was approximately 30 minutes,
with the game content designed to last 20 to 30 min-
utes. Two students spent more time playing the game
than anticipated. The average playing time for all par-
ticipants was approximately 30 minutes, with a wide
range from a minimum of 8.56 minutes to a maxi-
mum of 69.51 minutes. The average playing times of
the groups are given in Table 4.
5.5 Post-Test Questionnaire Summary
After the test phase, the students completed a second
questionnaire about their experiences with the VR
language game. Their main motivation for participat-
ing was to try out the VR headset or experience a VR
language game, with five students citing language im-
provement as their primary reason. First impressions
of the game averaged 3.43 (σ = 0.76) out of 5, indi-
cating a neutral to slightly positive experience. The
Language Learning with VR: The Effects of Immersive Gamification on Student Motivation and Knowledge
107

Table 1: Average scores (µ) and standard deviations (σ) for the proficiency tests of the first session and W-value for both
groups.
* Statistically significant.
Test 1 Test 2
µ σ µ σ W-value
Group 1 13.43 2.44 16.00 2.77 1.50*
Group 2 9.43 1.72 13.14 3.53 1.00*
Table 2: Average scores (µ) and standard deviations (σ) for the proficiency tests of the second session.
Test 1 Test 2 Test 3
µ σ µ σ µ σ
Group 1 20.00 4.00 19.00 5.00 21.00 4.00
Group 2 23.00 2.77 22.67 2.34 26.14 1.68
Table 3: W-Values for Group 2 of the second session.
* Statistically significant.
Comparison W-value
Test 1 vs. Test 2 6.0
Test 1 vs. Test 3 0.0*
Test 2 vs. Test 3 0.0*
Table 4: Average playtime (µ) and standard deviations (σ)
in each group in minutes.
* Small number of participants.
Session 1 Session 2*
µ σ µ σ
Group 1 30.44 16.22 8.83 0.00
Group 2 31.06 10.04 28.13 18.93
most common suggestions included improving nav-
igation, walking speed and game performance. The
average rating for the intuitiveness of the game was
3.71 (σ = 0.91) out of 5, indicating a neutral to posi-
tive experience. Technical issues were minimal, with
a few requests for additional content. The most popu-
lar features were interacting with the characters and
exploring the world (35.7% each), while the mini-
games were only slightly less popular (28.6%). When
asked if the game increased their motivation to learn
German, the average rating was 4.1 out of 5, although
one student preferred traditional methods. Half of the
students reported experiencing motion sickness, with
3 students never experiencing it, 4 rarely, 2 occasion-
ally and 5 frequently. In terms of language improve-
ment, the average rating was 3 (σ = 0.784) out of 5.
Most students (85.7%) would recommend the game to
others, citing fun, innovation and conversation, while
a few favored traditional learning methods. When
asked if the game could replace traditional methods,
the average rating was 4.07 (σ = 1.07) out of 5. Some
students’ opinion of VR as a learning tool improved,
although others still preferred apps such as Duolingo.
One student opted for textbooks due to nausea from
the VR headset.
5.6 Focus Group
Following the test phase, a focus group discussion
provided further insights into the students’ experi-
ences with the game. The focus group preferred the
mini games and the interactions with NPCs. The mini
games were particularly valued for their interactiv-
ity, visual associations and hands-on learning, which
made them more effective and enjoyable than tradi-
tional methods of vocabulary acquisition. The group
suggested adding a storyline to enhance the gam-
ing experience. They also recommended the integra-
tion of speech recognition for verbal interaction with
NPCs to improve pronunciation and pragmatic use
of language, and called for more varied short games,
such as memory games. The map feature was high-
lighted as very useful for orienting within the game.
The group noted several advantages of VR over
traditional methods, such as active learning through
movement, abundant visual information and in-
creased motivation. However, they also mentioned
disadvantages such as headaches, dizziness, the
weight of the headset and the need for game optimiza-
tion. The uniqueness of VR was seen in the ability to
physically interact with objects, which promoted lan-
guage learning through visual and tactile associations.
The group reported that VR had a positive impact on
their motivation to learn German and would recom-
mend the game as a supplement to traditional meth-
ods. Compared to apps such as Duolingo and book-
based learning, VR was preferred due to its interactiv-
ity, ability to maintain learners’ focus, and immersion
in the learning process.
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6 DISCUSSION AND
CONCLUSION
This study explored the ability of virtual reality (VR)
games to support language learning, focusing on their
effects on motivation and knowledge consolidation.
We examined various aspects of the game’s impact on
user performance using device data, user experience
surveys, focus groups and language proficiency tests.
Our VR game showed a positive effect on tra-
ditional exam performance and language learning
outcomes, suggesting that immersive and interactive
learning can improve language skills in the real world.
More importantly, the results suggest that the VR
game increases motivation and improves the overall
user experience. Participants were satisfied with the
game and saw its potential as a complementary tool
to reinforce traditional learning methods. These often
struggle to maintain student engagement, and VR can
help bridge these gaps by catering to different learn-
ing styles and providing real-world conversational ex-
ercises where students use their target language in
meaningful contexts. VR’s ability to create immersive
environments could also benefit other subjects such as
history, science or technical training by allowing stu-
dents to engage with content in a more interactive,
safe and experiential way. In addition, VR could help
address accessibility challenges in education by pro-
viding remote learners with the opportunity to prac-
tice and interact in ways that are not always possible
in traditional settings.
Although the language tests showed positive out-
come, the results should not be generalized too
quickly due to the small sample size. The most im-
portant improvement to the research would be to com-
pare the final test results of students using VR with
those using traditional learning methods. Improving
the validity of the results by increasing the sample
size would also help to ensure that the results are more
representative and apply to different language levels.
Finally, understanding how regular use of VR can re-
duce motion sickness and improve user comfort will
be critical to improving the overall VR learning expe-
rience.
Development challenges included designing a
functional prototype that was accessible to non-
technical participants, as well as content limitations.
Due to participants’ limited vocabulary and grammar
knowledge, it was difficult to incorporate enough con-
tent for the non-linear VR game, which generally re-
quires more material than typical textbooks. Future
research could therefore benefit from involving older
students, as they would have a wider range of verbs,
words and tenses to choose from, which would enrich
the game and support testing over a longer period of
time without risking monotony. It would also be im-
portant to assess whether VR games have different ef-
fects on learners with different linguistic background.
This study has highlighted several directions for
further improvement. Participants expressed interest
in speech recognition technology to improve language
use and make it more authentic and practical. The in-
tegration of speech recognition technology could sig-
nificantly improve verbal practice by providing real-
time feedback on pronunciation, fluency and gram-
matical accuracy. Adaptive speech recognition tools
could help students refine their accents and improve
their confidence in spoken interactions. In addition
to the speech recognition, incorporating a narrative
into the game could enrich the experience and war-
rant further research into the long-term effects of VR-
based language learning. The game could also be de-
signed with multiple difficulty levels, allowing learn-
ers to progress through increasingly complex linguis-
tic challenges. Beginners could benefit from struc-
tured dialogs and vocabulary prompts to provide basic
support, while advanced learners could benefit from
open-ended conversations, spontaneous interactions
and challenges that require nuanced language use. A
personalized learning path based on language profi-
ciency assessments could further enhance the experi-
ence.
ACKNOWLEDGEMENTS
The research was partially co-funded by the TeachXR
project under contract C4350-24-927003.
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