Virtual Reality Games in Foreign Language Education: A Systematic Review


  • Nilay Çakır Iznik Ilçe Milli Eğitim Müdürlüğü, Bursa, Turkiye


foreign language education, PRISMA model, systematic review, virtual reality, VR games


The integration of technology in modern education has led to innovative approaches to learning, such as the use of Virtual Reality (VR) in foreign language education. The current literature review primarily focuses on the benefits and drawbacks from the viewpoint of the student, paying little attention to the experiences and difficulties teachers encounter when incorporating VR games into their language teaching. This systematic review, examining 46 studies between 2010 and 2023 with the PRISMA methodology, delves deeply into the topic of VR game usage for foreign language education.  The data were analysed using a descriptive content analysis approach. This systematic review explores the use of VR games in foreign language education, revealing their potential to provide immersive and engaging learning environments. It also highlights the positive impact of VR games on students' motivation and enjoyment of language learning activities. However, challenges such as technical constraints, limited accessibility to VR equipment, and teacher training in VR integration remain. The review emphasises the need for curriculum alignment and pedagogical support to maximise the educational benefits of VR games.






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