Abstract
The integration of immersive virtual reality (IVR) into foreign language education has gained increasing attention as a promising instructional tool, particularly because of the way it incorporates bodily movement with vocabulary acquisition. However, its effectiveness compared to traditional teaching methods remains underexplored in K-12 settings. This quasi-experimental study compared the effectiveness of an IVR approach using Meta Quest VR and Language Lab software with the traditional teacher-led method of learning a foreign language in a K-12 setting. Both quantitative and qualitative data were collected from 18 sixth and seventh-grade students who learned 15 new vocabulary words in Mandarin Chinese over three days. Results suggest that the traditional instruction group outperformed the IVR group in both the posttest and test of retention administered one week after the treatment. Interviews revealed that the IVR group enjoyed the interactive experience of learning with IVR but faced initial confusion over the language, as well as physical and emotional discomfort due to technical and design limitations. The traditional group appreciated the connection with the teacher but some disliked the repetitive nature of instruction. These findings suggest that educators should carefully consider the timing of introducing IVR and new vocabulary; waiting until basic vocabulary has been acquired may be more beneficial. Blending IVR with traditional teaching methods is recommended for K-12 foreign language education.
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