GAMIFICATION IN VIRTUAL REALITY ASSISTED LANGUAGE LEARNING: AN EXPERIMENTAL STUDY

Abstract

The incorporation of gamification features into Virtual Reality (VR) scenarios is radically changing and will become an increasingly significant way to learn languages, especially in the area of Second Language Acquisition (SLA). VR- assisted language learning tools that use game-based learning techniques have become popular due to their ability to attract the learner’s attention. It enhances their language skills, and motivates them as digital technologies are progressively changing. This research is an experimental study which aims at finding the positive effect of gamified environments in language learning, especially vocabulary acquisition, learner motivation and overall language proficiency. The findings from the current research, in combination with recent empirical studies, reveal that a gamified VR environment is far better than traditional methods for acquiring a new language. Vocabulary, participation and motivation of learners who are exposed to the gamified VR are improved compared to those who are engaged in the traditional ways of learning; moreover, they have longer retention of the contents they have studied. This manifests that the teaching and learning process can benefit immensely from the integration of game structures in immersive digital learning contexts.

This paper explores the data of sixty university students acquiring English as a Foreign Language (EFL). The students were divided into two groups to compare two teaching methods: one that employs VR and the other that uses traditional techniques. The vocabulary acquisition and learner engagement performance of the group that was given a gamified VR intervention noticeably improved according to the results of the experiment. Through gamification, the immersive nature of VR can be further deepened as learners become more independent, keep their motivation active, and are more likely to be goal-orientated.

The experimental group consisted of intermediate English learners who took part in a VR-based language immersive learning programme where gamified features were used, and the control group was exposed to traditional methods of teaching. Learners were tested before and after learning sessions on vocabulary, and they answered learners’ engagement questionnaires. The experimental group members demonstrated superior vocabulary retention, speaking fluency, and active participation compared to those in the control group, as evidenced by the data collected in this study. The findings provide support for the idea that the use of gamified VR environments in language learning not only positively impacts linguistic outcomes but also contributes to the longevity of learners’ interest, learners’ engagement, enjoyment and commitment to language learning that eventually leads to success. Such immersive experiences appear to foster a more dynamic and interactive learning atmosphere, encouraging learners to explore and utilize new language skills in a variety of contexts. As a result, this innovative may set a precedent for future educational methodologies that seek to enhance language acquisition through technology. The study therefore serves as evidence of the educative use of gamified VR scenarios as potential tools for SLA process enhancement and technology mediated-education development.