Systematic review of virtual reality's uses on vocabulary learning in higher education

محفوظ في:

التفاصيل البيبلوغرافية
الحاوية / القاعدة:	Smart Learning Environments vol. 12, no. 1 (Dec 2025), p. 60
المؤلف الرئيسي:	Alhawsawi, Sajjadllah
مؤلفون آخرون:	Alzaid, Faten
منشور في:	Springer Nature B.V.
الموضوعات:	Meta-analysis Teaching Students Curricula College students Instructional design Higher education Educational technology Role playing Virtual reality Colleges & universities Simulation Education Computer assisted language learning Retention Vocabulary development English language Learning Language Qualitative research Pedagogy Software Second language vocabulary learning Trends Professional development English as a second language learning English as a second language Foreign languages Search engines Motivation Learning outcomes Systematic review Databases Expeditions Language acquisition Undergraduate students Vocabulary Access Long term Professional training Discomfort Challenges Computer Simulation Independent Study Environment English for Special Purposes Learning Motivation Individualized Instruction Auditory Stimuli Student Motivation Language Proficiency Computer Software Learner Engagement Language Usage Instructional Innovation Language Skills Influence of Technology Learning Theories English (Second Language) Career Development English Learners Classroom Communication Educational Trends
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الوصف
مستخلص:	BackgroundEnglish second language (ESL) and English foreign language (EFL) vocabulary learning play a vital role in success in higher education. However, traditional vocabulary learning methods can be time-consuming, demotivating, and ineffective. Recent technological developments offer engaging and immersive methods for vocabulary learning, such as virtual reality (VR).ObjectivesThis systematic review synthesizes research on VR in ESL/EFL vocabulary learning within higher education, focusing on demographic, software, and platform trends. It examines how VR has been adopted over the past decade and explores the benefits and challenges experienced by university students using VR for vocabulary learning.MethodsA systematic search was conducted using Google Scholar, EBSCO, and Web of Science databases, focusing on quantitative and qualitative studies published from 2013 to 2023. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed to ensure a rigorous review process.ResultsThe review examined 23 studies involving 1,500 participants, with 78.3% being undergraduates, who used VR platforms such as Google Expeditions, EduVenture, and Unity through role-playing, interactive scenarios, and content creation. Despite challenges like technical issues and physical discomfort, the studies highlighted benefits including enhanced vocabulary retention, learner engagement, motivation, confidence, and support for autonomous, personalized learning.ConclusionsThis systematic review highlights the potential of VR in enhancing ESL/EFL vocabulary learning in higher education. Despite challenges like technical issues and costs, VR offers engaging and effective learning experiences. Future research should address these challenges and explore VR's long-term effects on language learning outcomes. Additionally, professional development (PD) should prioritize accessibility and inclusivity, ensuring VR tools are adaptable to diverse learner needs. By aligning PD with both computational thinking and English language acquisition goals, institutions can foster more effective and sustainable integration of VR in language education.
تدمد:	2196-7091
DOI:	10.1186/s40561-025-00414-0
المصدر:	Education Database