Learning with Immersive Virtual Reality: An Exploratory Study of Chinese College Nursing Students

Abstract

As an emerging technology, virtual reality (VR) is now being used in education, particularly with STEM-related learning. However, as with all pedagogical innovation, there is a lack of empirical research on the application of VR in situations where students are using it with their second language (L2) and existing studies generally rely on the use of non-immersive VR tools. This paper is one step in a process of understanding the affordances and constraints of a fully immersive VR system in facilitating language learning for English as a foreign language (EFL) nurses. The results of a small-scale study suggested that learners appreciated the different features of VR, which enhanced the integration of virtuality, reality, and mentality. In addition, mediating factors of this VR learning experience were discussed based on the data set. Informed by the current findings, the paper puts forward suggestions for designing VR-supported language learning, which hopefully sheds some light on the complex nature of the effective use of VR in learning.

Language learning and virtual reality: A scoping review

“…This observation corroborates previous findings regarding the power of VR as the 'ultimate empathy machine' (Barbot & Kaufman, 2020). In addition, as with previous studies, there was evidence of the potential that VR has to decrease anxiety, particularly for public speaking (4,23), to facilitate critical thinking (10), and that students are less distracted (24). However, one study comparing VR and mobile apps (11) found that although VR scored highly for engagement it was not significantly different to mobile apps.…”

“…The one exception (24) reported that students felt anxious using VR, although that could be explained by the fact that the specific VR application used was not interactive and communicative activities, which students said caused anxiety, were not carried out within the application itself. One consistent result, echoing the previous systematic reviews, is that VR is enjoyable and motivating for students (2,5,6,7,10,18,20,21,22,23) especially for students who may initially not be that interested in language learning or confident in their linguistic skills (5,6), although some researchers warned of the influence of the novelty effect of learning with a new fun tool (20,23). In addition, two studies also found evidence supporting the positive impact of VR on willingness to communicate (6,24) and learner autonomy (24).…”

“…Five of the 24 journal papers (8,13,14,15,16) were systematic reviews. The remaining 19 participant studies were conducted in various countries including Taiwan (2,4,9,10,19,20,24), China (5,12,18,23), United States (1, 7), Australia (22), Cyprus (11), Hong Kong (3), Iran (6), Italy (17), and Japan (21). As the frequency counts show, researchers in Asian countries were found to have the highest number of publications on VR and language learning which probably reflects the growing VR market in the region (Report Ocean, 2022).…”

“…The scoping studies examined a number of different language learning outcomes such as grammar (24), writing structure (23), writing skills (3,9,10), pronunciation (24), listening comprehension (5,19) and speaking (4,5,6,7,9,10). In addition to these areas, two studies also looked at the impact of VR on willingness to communicate (6,24), one at learner autonomy (24), and one on improved knowledge sharing as part of intercultural competence (18).…”

“Whoa! Incredible!:” Language Learning Experiences in Virtual Reality

“…It has been argued that this approach can lead to a greater variety in the design of learning activities and provide more opportunities for learners to use the language more spontaneously in order to express themselves (Hinkel, 2010; Klimova, 2014; Oxford, 2001). These are similar arguments and they dovetail into studies regarding the communicative potential of VR for language learning (Parmaxi, 2020; Tai et al, 2022; Uygun and Girgin, 2022).…”