The moving learner: Object manipulation in virtual reality improves vocabulary learning

Abstract

A challenging aspect of foreign language acquisition is learning new vocabulary. Research has demonstrated the benefits of motor action to vocabulary learning, though these findings are rarely translated into teaching and learning practices. In this work, we present a novel paradigm for vocabulary learning in a virtual reality environment, capitalizing on the prominent advantages of this technology as an ‘embodied learning’ tool. Hebrew‐speaking adults explored a virtual room and learned the Finnish names of 40 daily objects. Every participant learned the new object names under three conditions: (1) Watch‐only: watching the object without performing any movement (2) performing an irrelevant movement or (3) performing a manipulation movement that implied its habitual use. Participants completed a word–picture matching test after each training block, as well as additional word–picture matching and recall tests a week after the initial training session. The overall results demonstrate improved comprehension rates for items that were learned in the manipulation movement condition compared to the irrelevant movement condition, both in the initial learning session and 1 week following it. These initial findings suggest that VR technology may indeed hold the potential to offer a more authentic, multisensory and motor context to efficient foreign language learning.

A Systematic Review of AR and VR Enhanced Language Learning

“…A 360-degree camera was used in the system which allowed users from different parts of the world to design and watch the edited content via their mobile devices. Since Unity is a Sustainability 2021, 13, 4639 6 of 28 game engine that able to generate virtual content, it is not surprised that researchers also adopted this software to create the VR learning environment, e.g., [62][63][64][65]. In addition to AR and VR, researchers such as Chen [66] and Braun and Slater [67] adopted Second Life (SL) in their research.…”

Sensorimotor learning in immersive virtual reality: a scoping literature review

“…The risk of situatedness being a confound for a pure sensorimotor vs. non-sensorimotor comparison was present in the majority of studies, as only some of the papers compared (congruent) sensorimotor interaction against either nonsensorimotor or non-congruent sensorimotor interaction in the same IVR [40] [45] [46] [51].…”

“…The prevalence of word memorisation studies unveiled another variable that might benefit from codification and standardisation in future -the scale of the learning to be achieved in an intervention. The discrepancies between amount of learning material are evident in the language-based studies, which asked participants to learn either six [40], 12 [49], 14 [51], 20 [46] [50] [53] words. Potentially, six words might be too few to detect a difference in learning outcomes (although in this case, response time, not accuracy, was the performance indicator), while 20 may introduce too much confusion for optimal learning performance.…”

“…Learning Topic [40] Affordance Compatibility Effect for Word Learning in Virtual Reality Word recognition [41] Anatomy builder VR: Applying a constructive learning method in the virtual reality canine skeletal system Canine anatomy [42] Learning Hand Anatomy with Sense of Embodiment Hand anatomy [43] Comparison of 3d display technologies for embodied interaction in virtual hands-on experiential learning Maths [44] Embodied experiment of levitation in microgravity in a simulated virtual reality environment for science learning Microgravity, physics [45] Evaluating the Effect of Tangible Virtual Reality on Spatial Perspective Taking Ability 3D Perspective taking [46] Presence, embodied interaction and motivation: distinct learning phenomena in an immersive virtual environment 10 noun, 10 verbs [47] Programming moves: Design and evaluation of applying embodied interaction in virtual environments to enhance computational thinking in middle school students Computer science [48] Teaching language and culture with a virtual reality game Cultural actions [49] Words in Kitchen: An Instance of Leveraging Virtual Reality Technology to Learn Vocabulary 12 nouns (kitchen) [50] Word saber: an effective and fun VR vocabulary learning game 20 nouns (food) [51] The moving learner: Object manipulation in virtual reality improves vocabulary learning.…”

Platform is not destiny: Embodied learning effects comparing 2D desktop to 3D virtual reality STEM experiences

“…The produced gesture must be meaningful and congruent to the content to be learned, though. As an example, in a recent word learning study (Fuhrman et al, 2020), participants studied vocabulary words by either repeating the word, making an ‘irrelevant’ gesture (e.g., two hands making a circle), or functionally manipulating the object (e.g., physically enacting picking up a virtual hat and placing it on one's head). Participants demonstrated improved comprehension rates for the manipulated objects suggesting that VR holds “the potential to offer a more authentic, multisensory and motor context to efficient foreign language learning” (p. 15).…”