applied

sciences
Article
Optimizing Foreign Language Learning in Virtual Reality:
A Comprehensive Theoretical Framework Based on
Constructivism and Cognitive Load Theory (VR-CCL)
Chuanxiang Song 1 , Seong-Yoon Shin 2, * and Kwang-Seong Shin 3, *

1 Shaanxi Institute of Technology, Xi’an 710300, China; scxyes@gmail.com

2 School of Software, Kunsan National University, Gunsan 54150, Republic of Korea
3 Department of Digital Contents Engineering, Wonkwang University, Iksan 54538, Republic of Korea
* Correspondence: s3397220@kunsan.ac.kr (S.-Y.S.); waver0920@wku.ac.kr (K.-S.S.);
Tel.: +82-63-469-4860 (S.-Y.S.); +82-63-850-7270 (K.-S.S.)

Abstract: With the widespread application of virtual reality (VR) in education, optimizing foreign
language learning in VR has become a focal point of research. This paper introduces a comprehensive
theoretical framework (VR-CCL) based on constructivism and cognitive load theory to enhance
foreign language learning in VR. Through a literature review, we explore the applications of VR in
education, foreign language learning theories, and prior works on technology-assisted language
learning. We further detail the three main components of the VR-CCL framework and validate its
effectiveness through two case studies: Duolingo VR and Rosetta Stone VR. Finally, we discuss the
strengths and limitations of the framework and its implications for educators and developers.

Keywords: virtual reality; foreign language learning; constructivism; cognitive load theory; VR-CCL
framework; technology-assisted learning

1. Introduction
Citation: Song, C.; Shin, S.-Y.; Shin,
1.1. Background of Virtual Reality in Education
K.-S. Optimizing Foreign Language
Learning in Virtual Reality: Recently, virtual reality (VR) has ascended as a paradigm-shifting apparatus within
A Comprehensive Theoretical the scholastic sphere [1]. Once tethered to the intricate tapestry of computer visualization
Framework Based on Constructivism and ludic interfaces, the capacities of VR to craft deep, tridimensional realms are now
and Cognitive Load Theory esteemed for amplifying pedagogical voyages. Primordial inceptions of VR in this domain
(VR-CCL). Appl. Sci. 2023, 13, 12557. accentuated realms necessitating volumetric comprehension, epitomized by disciplines like
https://doi.org/10.3390/ architecture and medicine [2]. However, as techno-evolution burgeons and fiscal exigencies
app132312557 wane, VR’s tendrils now extend into scholastic sanctuaries ranging from foundational
Academic Editor: Andrea Prati
pedagogies to apex academic citadels.
The magnetism of VR in pedagogy is anchored in its prowess for engendering experi-
Received: 27 September 2023 ential tutelage. Herein, scholars meld with the subject matter, not as passive vessels but as
Revised: 15 November 2023 vivacious participants. Such immersion transcends mere assimilation, germinating seeds
Accepted: 18 November 2023 of analytical rumination and solution-oriented sagacity. Moreover, within VR’s embrace,
Published: 21 November 2023
academicians can find solace in exploration, unshackled by tangible repercussions, free to
err, and enlightened by subsequent revelations.
Contemporary analyses juxtaposing conventional methodologies with VR-infused
Copyright: © 2023 by the authors.
curricula unveil myriad accolades. Pupils navigating this nexus unearth heightened spatial
Licensee MDPI, Basel, Switzerland. sagacity, superior mnemonic tenacity, and a zest for erudition [3]. Nonetheless, the saga-
This article is an open access article cious confluence of VR into the pedagogical matrix mandates meticulous orchestration,
distributed under the terms and harmonizing both techno-artifacts and instructional stratagems.
conditions of the Creative Commons To encapsulate, VR’s narrative within the academic milieu has metamorphosed from
Attribution (CC BY) license (https:// esoteric dalliances to ubiquitous commendation, presaging a renaissance in erudition
creativecommons.org/licenses/by/ paradigms. As the techno-tapestry weaves ever complex patterns, prognostications discern
4.0/). an augmented sphere for VR, unveiling avant-garde, efficacious pedagogical conduits [4].

Appl. Sci. 2023, 13, 12557. https://doi.org/10.3390/app132312557 https://www.mdpi.com/journal/applsci

Appl. Sci. 2023, 13, 12557 2 of 31

1.2. Importance of Foreign Language Learning

Navigating the vast tapestry of our interwoven global tableau, mastering non-native
dialects breaches boundaries beyond mere oratory exchanges. It emerges as a bridge,
enlightening one to the tapestry of various civilizations, catalyzing global symbiosis, and
amplifying cerebral advancement [5]. The pursuit of linguistic plurality is increasingly
heralded as an invaluable asset across an array of arenas, from trade and inter-nation
dialogues to scholastic corridors.
Anchoring the global fiscal landscape is the spirit of transnational cooperation. Com-
panies with global footprints actively seek individuals adept at navigating varied linguistic
and cultural terrains, ensuring seamless international interactions and discussions [6]. In
this epoch of borderless interactions, as entities stretch their global tendrils, the ability to
resonate with affiliates, collaborators, and patrons in their vernacular has emerged as an
unparalleled edge.
Stepping past the rudiments of lexis and syntax, absorbing a foreign dialect unveils
the opulence of assorted cultural tapestries. Such submersion cultivates compassion,
whittles down parochial worldviews, and kindles a spirit of universal fellowship. In
pedagogic settings, pupils steeped in alien tongues frequently manifest amplified cross-
cultural sagacity, equipping them to navigate our kaleidoscopic globe adeptly [7].
Ample scholarly explorations highlight the cerebral windfalls accompanying bi- or
multilingual prowess. Venturing into alien dialects is linked with honed analytical facul-
ties, fortified mnemonic resilience, and amplified juggling capabilities. Additionally, it is
conjectured to forestall mental stagnation in the twilight years [8].
In summation, the imperatives of absorbing foreign dialects are multifarious, echoing
across fiscal, cultural, and cerebral dimensions. With the crescendo of global entwining, the
value placed upon polyglot denizens shall inexorably surge, accentuating the exigency for
trailblazing and potent linguistic assimilation modalities.

1.3. Brief Layout of the Paper

This document delves deeply into the confluence of virtual reality (VR) and the
domain of learning foreign languages. The ensuing sections are methodically curated to
grant readers an encompassing grasp of the subject’s expansive scope.
After this prologue, Section 2 immerses itself in a bibliographic survey, sketching the
trajectory of VR in pedagogical landscapes, the foundational pillars of foreign language
mastery, and the nexus of tech-augmented pedagogies within this sphere. This section
also discerns the quintessential attributes demarcating potent VR linguistic experiences,
shedding light on extant research voids.
Section 3 delineates the philosophical moorings shaping our avant-garde VR-CCL
paradigm. It unpacks germane cognitive paradigms in language acquisition, assimilating
wisdom from pedagogic psychology, notably those germane to VR.
Within the precincts of Section 4, we unfurl the VR-CCL paradigm, a pioneering
blueprint crafted to enhance linguistic journeys within VR. This approach is broken down
into its fundamental components, each rooted in well-established educational principles,
and their practical implications within a virtual reality context are discussed in detail.
Section 5 unfurls twin case exemplars—Duolingo VR and Rosetta Stone VR—to eluci-
date the tangible embodiment of the VR-CCL paradigm. These exemplars proffer palpable
perspectives, juxtapositions, and deductions, affirming the paradigm’s practicality.
Section 6 embarks on a rigorous discourse, juxtaposing the merits against potential
constraints of the VR-CCL paradigm. It further outlines its repercussions for pedagogues
and technologists, proffering pragmatic directives.
Conclusively, Section 7 encapsulates the manuscript, highlighting its seminal rev-
elations and pointing toward promising trajectories for impending explorations at this
exhilarating crossroad of VR and linguistic pedagogy.
 Section 6 embarks on a rigorous discourse, juxtaposing the merits against potential
constraints of the VR-CCL paradigm. It further outlines its repercussions for pedagogues
and technologists, proffering pragmatic directives.
Appl. Sci. 2023, 13, 12557 3 of 31
Conclusively, Section 7 encapsulates the manuscript, highlighting its seminal revela-
tions and pointing toward promising trajectories for impending explorations at this exhil-
arating crossroad of VR and linguistic pedagogy.
By charting
charting this
thismanuscript’s
manuscript’ssections,
sections,aficionados will
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The evolution of virtual reality in education over the years is depicted in Figure
Figure 1.
1.

Figure 1. Evolution of virtual reality in education.

Figure 1. Evolution of virtual reality in education.

1.4. Objective and Contributions of the Paper

This treatise
treatise isispoised
poisedwith
withaacardinal
cardinalmission:
mission:toto weave
weave together
together thethe disjointed
disjointed vir-
virtual
tual reality (VR) tapestries and the art of foreign language acquisition. Marrying
reality (VR) tapestries and the art of foreign language acquisition. Marrying insights from insights
from both arenas,
both arenas, our ambition
our ambition is to unfurl
is to unfurl a stalwart
a stalwart theoretical
theoretical schema,schema,
termedtermed the VR-
the VR-CCL,
CCL, sculpted
sculpted to steertopedagogues
steer pedagogues
and techand tech savants
savants toward toward harnessing
harnessing the unparalleled
the unparalleled nuances
nuances of VR, amplifying
of VR, amplifying linguisticlinguistic educational
educational yield. yield.
The bequests of this treatise are multilayered:
Theoretical Fusion:
(1) Theoretical Fusion: We We coalesce
coalesce tenets
tenets from constructivist
constructivist vistas, cognitive burden
postulates, and kindred
postulates, kindredpedagogic
pedagogicparadigms,
paradigms,fashioning
fashioning thethe
VR-CCL
VR-CCL matrix. This
matrix. fu-
This
sion furnishes a rejuvenated vantage on tailoring VR to satiate the bespoke
fusion furnishes a rejuvenated vantage on tailoring VR to satiate the bespoke exigen- exigencies
of language
cies tutelage.
of language tutelage.
Applicable Wisdom:
(2) Applicable Wisdom: Traversing
Traversing the the intricacies
intricacies of
of the
the VR-CCL
VR-CCL matrix, we bestow
pragmatic stratagems
pragmatic stratagems riperipe for
for deployment
deployment within
within tangible VR linguistic pedagogical
realms. Though
realms. Thoughrooted
rootedin in theory,
theory, these
these stratagems
stratagems havehave a discernible bias toward
tangible deployment.
tangible deployment.
(3) Exemplar
(3) Exemplar Dissections:
Dissections: We We incorporate
incorporate tangible
tangible exemplars,
exemplars, notably
notably Duolingo
Duolingo VRVR and
and
Rosetta Stone VR, as living testaments of the VR-CCL matrix’s vitality.
Rosetta Stone VR, as living testaments of the VR-CCL matrix’s vitality. These prob- These probings
vindicate
ings the matrix’s
vindicate pragmatism
the matrix’s and spotlight
pragmatism conceivable
and spotlight hurdleshurdles
conceivable and antidotes in
and anti-
its orchestration.
dotes in its orchestration.
(4) Horizons
(4) Horizons Uncharted:
Uncharted: Pinpointing
Pinpointing thethe strengths,
strengths, constraints,
constraints, and
and latent
latent enhancement
enhancement
corridors for the VR-CCL matrix, we sow seeds for prospective
corridors for the VR-CCL matrix, we sow seeds for prospective scholarly quests.scholarly quests. This
This
visionary stance ensures that the treatise retains its pertinence as the VR
visionary stance ensures that the treatise retains its pertinence as the VR technologi- technological
tapestry
cal andand
tapestry linguistic pedagogic
linguistic pedagogic methodologies
methodologies incessantly metamorphose.
incessantly metamorphose.
At its
At its core,
core, this
this treatise
treatise aspires
aspires to
to be
be an
an indelible
indelible compass
compass for
for educators,
educators, tech
tech archi-
archi-
tects, and scholars enraptured by the confluence of VR and language tutelage, offering aa
tects, and scholars enraptured by the confluence of VR and language tutelage, offering
harmonious blend of conceptual profundity and pragmatic directives.
harmonious blend of conceptual profundity and pragmatic directives.
2. Literature Review
2.1. Virtual Reality in Educational Settings
In recent years, virtual reality (VR) has metamorphosed from an esoteric tech forte
essentially tethered to digital gaming to a pivotal catalyst echoing in myriad arenas, notably
education [9]. The enveloping quintessence of VR, distinguished by its adeptness to
Appl. Sci. 2023, 13, 12557 4 of 31

craft tangible or envisioned terrains while endorsing user engagements, heralds a seismic
recalibration in educational elucidation and absorption modalities [10].
Historical retrospections unveil monumental strides in pedagogic apparatuses. Com-
mencing from the chalk-dusted epochs, transcending the advent of luminary projectors,
and culminating in the digital renaissance festooned with interactive boards and cybernetic
learning spheres, each juncture has bequeathed augmented interactivity and captiva-
tion [11]. VR has emerged as the contemporary and arguably the most poignant stride in
this evolutionary mosaic [12]. It bestows a panoramic, multisensory pedagogic odyssey,
obliterating the fetters of planar portrayals.
The gamut of VR’s applicability in pedagogic precincts is expansive and multifari-
ous [13]. Take, for instance, the annals of yesteryears; learners can be ethereally ferried to
bygone empires, meandering through the cobblestones of Roman piazzas or beholding
the monumental ascendancy of Egyptian pyramids [14]. Labyrinthine organic cycles or
meticulous surgical choreographies can be envisioned and rehearsed without real-world
liabilities in natural philosophy and medicinal arts [15]. Cartographic tutorials might un-
furl as phantasmal sojourns to far-flung geographies, while aspirant architects can saunter
through their nascent edifices [16].
Venturing beyond canonical syllabi, VR unveils prodigious prospects in specialized
pedagogy [17]. Bespoke VR sagas can be sculpted for scholars grappling with cognitive
hurdles, autism spectrum nuances, or kinesthetic encumbrances, endowing them with an
egalitarian scholastic milieu, often elusive in traditional cadences [18].
Nevertheless, weaving VR into scholastic tapestries is full of quandaries [19]. The inau-
gural expenditure tethered to VR paraphernalia might be exorbitant for specific academies.
The quest for crafting superlative scholastic narratives that resonate technologically and
pedagogically persists [20]. Pedagogues necessitate adeptness in maneuvering VR arse-
nals, coupled with simmering discourses on digital engagement and their conceivable
reverberations on learners [21].
While VR unfurls an avant-garde horizon for pedagogy, its judicious melding man-
dates an equilibrium, cognizant of its merits and impediments [22]. With the inexorable
march of tech innovation and augmented accessibility, one can prognosticate that VR’s
imprint on education shall burgeon, sculpting pedagogic futures [23].
Appl. Sci. 2023, 13, x FOR PEER REVIEW 5 of 33
The distribution of virtual reality applications across various educational domains is
illustrated in Figure 2.

Figure 2. Evolution of virtual reality in education.

Figure 2. Distribution of Virtual Reality Applications across Various Educational Domains.

2.2. Foreign Language Learning Theories

The endeavor to grasp a foreign language has always been an academic challenge
and a personal goal [24]. Over time, multiple theories have been proposed to demystify
the intricacies of language learning. These perspectives shed light on the intricacies of lan-
guage acquisition and help educators tailor their teaching techniques more effectively
Appl. Sci. 2023, 13, 12557 5 of 31

2.2. Foreign Language Learning Theories

The endeavor to grasp a foreign language has always been an academic challenge and
a personal goal [24]. Over time, multiple theories have been proposed to demystify the
intricacies of language learning. These perspectives shed light on the intricacies of language
acquisition and help educators tailor their teaching techniques more effectively [25].
Behaviorist Theory: Inspired by B.F. Skinner’s research, it suggests that language
learning is about forming habits [26]. It hinges on repetition and positive reinforcement,
implying that correct language use becomes second nature with consistent affirmation. The
age-old method of rote learning, with repetitive exercises in grammar and vocabulary, is a
by-product of this school of thought.
Innate theory, as Noam Chomsky advocates, posits that humans possess an inherent
inclination to acquire languages from birth [27]. He introduced the concept of the ‘Language
Acquisition Device’ (LAD), a prewired facility in our brains that simplifies the language
learning process. It contradicts the behaviorist standpoint, focusing instead on the innate
human knack to grasp intricate linguistic constructs.
Cognitive Theory: From this vantage, language acquisition is a sophisticated cognitive
task wherein learners actively piece together their linguistic understanding [28]. It suggests
that learners tap into their preexisting knowledge base and cognitive tools to theorize about
their target language, refining these theories as they delve deeper.
Sociocultural Theory: Based on Lev Vygotsky’s insights, this theory emphasizes that
social engagements are integral to cognitive growth [29]. It posits that language learning is
deeply intertwined with societal interactions, collective endeavors, and cultural nuances.
Input Hypothesis: Stephen Krashen’s theory underscores the significance of under-
standable linguistic input [30]. Krashen suggests that language learners are most effective in
absorbing a language when they can comprehend the linguistic information they encounter.
The crux here is to expose students to content slightly beyond their current mastery level.
Affective Filter Hypothesis: Another of Krashen’s contributions, this hypothesis
accentuates the role of emotions like motivation, anxiety, and self-assurance in language
learning. A favorable emotional environment can “lower the affective filter,” making it
easier for learners to absorb and process language.
Incorporating VR into this landscape offers a fresh dimension to these theories [24].
VR’s enveloping environments can offer a plethora of contextual cues, aligning well with
the input hypothesis. Its interactive scenarios can stimulate social engagements, echoing
the tenets of sociocultural theory. Furthermore, VR’s captivating nature can positively
influence learners’ emotions, potentially optimizing conditions for language assimilation.
It is essential for educators and tech developers to grasp these theories, especially
when sculpting VR-infused language learning modules. Grounding VR tools in solid
educational theories can magnify their potential, paving the way for more impactful
language education [25].

2.3. Previous Works on Technology-Assisted Language Learning

Incorporating technology into language education is by no means a fresh endeavor.
Over the years, technological advancements have persistently reshaped language teaching,
introducing fresh tools and methods to enrich the educational journey [31].
Computer-Assisted Language Learning (CALL): Introduced in the 1960s, CALL sig-
nified the initial notable fusion of technology into language education [32]. The primary
versions of CALL were largely text-focused drills. However, as technology developed, these
transformed to embrace multimedia features, interactive tasks, and virtual simulations [33].
Numerous studies have established that CALL can tailor learning experiences to individual
preferences, enabling students to learn at a rhythm that suits them.
Mobile-Assisted Language Learning (MALL): The proliferation of smartphones and
tablets ushered in a new phase of language education [34]. MALL apps like Duolingo
and Babbel employ game-like features to capture the users’ interest. These platforms offer
concise lessons, prompt feedback, and are tailored to cater to contemporary learners.
Appl. Sci. 2023, 13, 12557 6 of 31

Online Language Portals: Platforms like Coursera, Udemy, and iTalki have democra-
tized access to language resources, featuring courses from global institutions and native
speakers [35]. Such websites amalgamate video sessions, interactive tests, peer interactions,
and on-the-spot feedback to craft a holistic learning ambiance.
Virtual Worlds and MMORPGs: Virtual realms like Second Life and specific MMORPGs
geared toward language learning offer learners’ virtual spaces to apply language skills in
lifelike situations [36]. They enable genuine interactions, allowing learners to hone their
speaking, listening, and cultural comprehension.
Augmented Reality (AR) and Language Learning: AR supplements the natural
environment with computer-generated enhancements [37]. Tools like Google Translate’s
real-time camera translation illustrates the potential of AR in language learning. AR
integrates language learning into daily routines by converting routine situations into
learning moments.
Virtual Reality (VR) in Language Education: The shift towards VR in language learning
is the next logical step in this technological evolution [31]. VR’s unparalleled immersive
quality allows learners to engage with languages within contextually appropriate virtual
scenarios. Preliminary studies into VR-supported language education are encouraging,
indicating heightened learner enthusiasm, involvement, and recall [33].
However, while the potential of technology in education is vast, it is crucial to perceive
it as an enabler rather than an ultimate solution [31]. The success of any tech-driven
language learning system is contingent on its judicious blend into a broader educational
strategy. As VR starts to take a more central role in language teaching, comprehending its
strengths and challenges, as seen through past technological evolutions, becomes crucial.

2.4. Key Features of Effective VR Language Learning

The infusion of virtual reality (VR) into language education has ushered in many
avenues to enrich and optimize the learning journey [38]. Nevertheless, the efficacy of VR
applications can vary widely. Several paramount constituents underscore VR’s efficacy in
linguistic pedagogy:
Immersive Experiences: A hallmark of VR is its capability to craft authentic, envelop-
ing settings [39]. This deep immersion transports learners to settings—a lively urban square
or a serene coffee shop—where they can exercise their linguistic skills in situations that
mirror reality.
Contextual Learning: VR’s prowess in simulating diverse situations bestows learners
with context-rich instances to employ language constructs, bolstering both recall and
practical application [40].
Interactive NPCs (Non-Player Characters): These characters, powered by artificial
intelligence (AI), emulate human interactions, granting learners opportunities to hone their
dialogic skills. Progressive VR platforms harness AI-powered NPCs, which modify their
interactions, presenting an evolving dialogue companion.
Instantaneous Feedback: Timely feedback is instrumental for grasping a language. In
VR, learners can obtain on-the-spot guidance on facets like pronunciation, lexicon usage, or
syntactic patterns, facilitating swift adaptation and refinement.
Multisensory Engagement: Beyond mere visual and auditory cues, sophisticated VR
configurations might integrate touch feedback, deepening the educational immersion [39].
Such a comprehensive sensory engagement caters to diverse learning predilections and
amplifies memory anchoring.
Collaborative Endeavors: VR environments accommodating multiple users empower
learners to engage with peers or tutors contemporaneously. These shared interactions can
kindle group tasks, discussions, or dramatization exercises, enhancing communicative
prowess.
Tailored Learning Journeys: A learning trajectory tailored to a student’s linguistic level
and learning inclination can amplify the potency of VR experiences [40]. VR platforms
Appl. Sci. 2023, 13, 12557 7 of 31

that tweak the content, challenge level, or feedback mechanisms in sync with individual
learners promise optimal pedagogical outcomes.
Cultural Immersion: Beyond linguistic mechanics, VR can immerse learners in the
cultural fabric, allowing them to virtually partake in global festivities, customs, or mundane
routines [38]. Such immersive sessions cultivate cultural cognizance and appreciation,
critical facets of holistic language instruction.
While VR promises to revolutionize language pedagogy, its success is in seamlessly
integrating these vital elements. Collaborative endeavors between educators and tech
creators, focusing on these attributes, can ensure that learners not only master linguistic
nuances but also gain profound insights into the cultural tapestry intertwined with the
language. As discussed in Table 1, key features of effective virtual reality (VR) language
learning include immersive environments, interactive content, adaptive learning paths, real-
time feedback, multi-modal learning, and collaborative learning spaces. These elements
contribute to the enhancement of language education through VR technology.
Table 1. Key features of effective virtual reality (VR) language learning.

Key Features Description

Engages learners by simulating real-world scenarios,
Immersive Environment
enhancing retention and comprehension.
Allows learners to actively participate, promoting active
Interactive Content
learning and better understanding.
Adjusts content based on learner’s progress, ensuring
Adaptive Learning Paths
personalized learning experiences.
Provides immediate feedback on performance, enabling
Real-time Feedback
learners to correct mistakes and improve.
Incorporates visual, auditory, and kinesthetic learning
Multi-modal Learning
styles, catering to diverse learners.
Facilitates peer-to-peer interactions and collaborative
Collaborative Learning Spaces
tasks in a virtual setting.

2.5. Gaps in Existing VR Language Learning Research

Incorporating virtual reality (VR) into the domain of language pedagogy has un-
doubtedly exhibited promising outcomes. However, discerning and acknowledging the
lacunae and constraints inherent in the prevailing research landscape is crucial. A proactive
approach toward these gaps can set the stage for more exhaustive research endeavors and
refined VR methodologies in the subsequent phases.
Extended Scope of Research: Most studies centered around VR in language edu-
cation delve into brief interventions. A pressing requirement emerges for longitudinal
examinations that scrutinize the persistent influences of VR on linguistic adeptness over
prolonged durations.
Standardizing Success Indicators: The benchmarks deployed to gauge the efficacy of
VR-centric language learning tools oscillate across diverse studies. Instituting a standard-
ized set of metrics can yield a more lucid understanding of VR’s tangible contributions to
linguistic mastery.
Broadening Linguistic Horizons: Although an array of VR tools caters to predominant
languages such as English, Spanish, and Mandarin, there must be more platforms for less
mainstream languages. Widening this spectrum can render VR-driven language education
more encompassing.
Technological Inclusivity: Elite VR configurations carry a hefty price tag, potentially
placing them out of reach for a broad learner demographic. Investigating the potential
of frugal VR systems in facilitating language acquisition can democratize access to this
innovative tech.
Appl. Sci. 2023, 13, 12557 8 of 31

Harmonizing Tech and Pedagogy: Certain research endeavors bear an excessive tilt
toward VR’s technological facets, inadvertently overshadowing the pedagogical dynamics.
An equilibrium that marries pedagogical tenets with tech strides is paramount.
Empowering the Learner: Amid VR’s captivating ambiance, there is a conspicu-
ous research void regarding the learners’ autonomous journey and self-direction within
these realms.
Symbiosis with Conventional Pedagogy: The interplay between VR and traditional
classroom-centric language instruction remains relatively uncharted. Probing into hybrid
learning models amalgamating VR could shed light on enhancing the holistic language
learning paradigm.
Navigating Cognitive Intensity: The encompassing nature of VR might, at times, thrust
learners, especially novices, into a cognitive whirlwind. Developing strategies to curtail
and navigate this cognitive inundation can refine the learning trajectory.
To encapsulate, the extant research, though insightful, warrants augmentation to
harness VR’s potential in language pedagogy. As we tread forward in VR-infused lan-
guage instruction, it is pivotal for scholars, pedagogues, and tech innovators to engage in
collaborative endeavors. This collaboration maximizes the potential of the technological
framework, enhancing educational experiences for learners worldwide.

3. Theoretical Foundations
Diving into virtual reality (VR) within the domain of linguistic pedagogy unveils
more than just cutting-edge technological evolutions. Indeed, its foundations anchor
deeply within multifaceted theoretical paradigms that have steadfastly steered the course
of language mastery. Grasping the quintessence and subtleties of VR in this scholastic realm
mandates an intricate expedition into the bedrock theories bolstering its adoption. Far
from mere postulates, these theories bestow a compass for VR’s deployment, illuminating
pathways to finesse its orchestration for pinnacle linguistic outcomes. In cognizance of
these theoretical bedrocks, scholarly educators and innovative developers stand poised
to sculpt discernment decisions. Such prudence ensures that VR apparatuses resonate
harmoniously with the zenith of teaching methodologies, all while addressing the cerebral
and emotive requisites of the scholars. Subsequent segments shall unfurl the tapestry of
cardinal cognitive doctrines pertinent to language enlightenment and delve into pedagogic
psychology tenets germane to VR. This intellectual voyage sets the stage for an enriched
discourse on the VR-CCL schema.

3.1. Cognitive Theories in Language Learning

Cognitive doctrines have perennially spearheaded our quest to decipher the complex
mechanisms underpinning language mastery. These tenets illuminate how individuals
assimilate, archive, and recall linguistic data, bequeathing profound insights into the gears
of language absorption. As we integrate VR into linguistic pedagogy, comprehending these
cognitive machinations becomes quintessential to unlocking VR’s maximal efficacy. By
calibrating VR ambiances to resonate with cognitive axioms, we sculpt realms that captivate
scholars while fostering profound and enduring linguistic comprehension. In ensuing
passages, we shall probe deeper into the nuances of these cognitive tenets, traversing
from the evolutionary phases of language mastery to methodologies amplifying linguistic
absorption and the pivotal role of cognitive burden in assimilating linguistic intricacies.
Figure 3 provides a flowchart detailing the process of cognitive development in relation
to language acquisition.

3.1.1. Cognitive Development and Language Acquisition

The trajectory of cognitive maturation profoundly influences an individual’s capacity
to assimilate and articulate language. The illustrious cognitive theorist Jean Piaget pro-
pounded that offspring navigate through specific epochs of cognitive maturation, each
delineated by distinct intellectual modalities and learning proficiencies [41]. Within the
 enriched discourse on the VR-CCL schema.

3.1. Cognitive Theories in Language Learning

Cognitive doctrines have perennially spearheaded our quest to decipher the complex
Appl. Sci. 2023, 13, 12557 mechanisms underpinning language mastery. These tenets illuminate how individuals 9 of 31
assimilate, archive, and recall linguistic data, bequeathing profound insights into the gears
of language absorption. As we integrate VR into linguistic pedagogy, comprehending
these cognitiveepoch
sensorimotor machinations
(birth to 2 becomes quintessential
years), neonates to unlocking
commence forgingVR’s maximalbetween
connections efficacy.
By calibrating
auditory VRand
stimuli ambiances to resonate with
their corresponding cognitive axioms,
significances, we sculpt
establishing the realms
bedrock that
forcap-
lin-
tivate scholars while fostering profound and enduring linguistic comprehension.
guistic mastery. The preoperational epoch (2 to 7 years) heralds a prolific expansion In ensu- in
ing lexicon
the passages, wegenesis
and shall probe deeper intosyntactic
of rudimentary the nuances of these As
constructs. cognitive
juvenilestenets,
seguetraversing
into the
from theoperational
concrete evolutionary phases
epoch of11
(7 to language mastery
years), they to methodologies
cultivate the proficiencyamplifying
to cogitatelinguistic
logically
absorption
on tangible and the pivotal
occurrences, role of cognitive
augmenting burden discernment
their linguistic in assimilatingandlinguistic intricacies.
articulation. Conclu-
sively, during the formal operational epoch (12 years onward), abstract ratiocinationinpaves
Figure 3 provides a flowchart detailing the process of cognitive development rela-
tion to language acquisition.
the way for a sophisticated grasp and deployment of intricate linguistic architectures.

Figure 3. Cognitive development in relation to language acquisition.

Figure 3. Cognitive development in relation to language acquisition.

3.1.1.These
Cognitive Development
epochs elucidate theand Language
intricate Acquisition
tapestry interweaving cognitive evolution and
linguistic assimilation
The trajectory [42]. Discerning
of cognitive a learner’s
maturation cognitive
profoundly epochan
influences empowers pedagogues
individual’s capacity
to fine-tune VR engagements, harmonizing with their developmental prerequisites
to assimilate and articulate language. The illustrious cognitive theorist Jean Piaget pro- and
championing the zenith of linguistic educational outcomes.
pounded that offspring navigate through specific epochs of cognitive maturation, each
delineated by distinct intellectual modalities and learning proficiencies [41]. Within the
3.1.2. Application of Cognitive Strategies in Language Learning
sensorimotor epoch (birth to 2 years), neonates commence forging connections between
Cognitive
auditory tactics
stimuli represent
and their intentional,significances,
corresponding purpose-driven cerebral operations
establishing the bedrockthatfor
learn-
lin-
ers harness to bolster language mastery [41]. These tactics include structuring fresh
guistic mastery. The preoperational epoch (2 to 7 years) heralds a prolific expansion in the insights
into coherent
lexicon sequences
and genesis or leveraging
of rudimentary memory
syntactic aids to anchor
constructs. vocabulary.
As juveniles segue For
intoinstance,
the con-
the
crete operational epoch (7 to 11 years), they cultivate the proficiency to cogitatelinguistic
tactic of elaboration, held in high regard, entails weaving ties between novel logically
information and pre-existing knowledge, thus intensifying understanding and buttressing
recollection. Another esteemed tactic, deduction, capacitates learners to extrapolate the
significance of unfamiliar lexemes or expressions by harnessing ambient hints, bolstering
self-reliant edification.
The encompassing skill of metacognitive cognizance empowers learners to orchestrate
their learning trajectory through strategically delineating, surveillance, and evaluating
their linguistic mastery tactics [42]. To illustrate, a scholar might, with deliberation, elect to
repetitively rehearse a lexicon cluster (an act of repetition) or array them under thematic
umbrellas (a taxonomic method), contingent upon their perceived efficacy.
Embedding such cerebral tactics within VR linguistic edification landscapes can mag-
nify their potency. By mimicking tangible life episodes, VR can proffer sumptuous back-
drops that galvanize scholars to harness these tactics, nurturing profound linguistic sagacity
and enduring memory anchors.
Appl. Sci. 2023, 13, 12557 10 of 31

3.1.3. Cognitive Load and Language Processing

Cognitive burden denotes the mental strain necessitated to assimilate data and exe-
cute endeavors. Within the realm of linguistic edification, it signifies the cerebral capital
utilized by scholars during the assimilation and digestion of nascent linguistic components.
Numerous variables such as the intricacy of the linguistic content, the scholar’s antecedent
wisdom, and the pedagogical blueprint can sway this burden [43].
Three cardinal cognitive burdens are recognized: inherent, superfluous, and pertinent.
The inherent burden is indelibly linked to the material under study and is gauged by
its convolution juxtaposition with the scholar’s preexisting acumen. As an illustration,
grappling with the intricate facets of an esoteric grammatical paradigm in an unfamiliar
tongue might inflict a lofty inherent strain upon novices.
The superfluous burden is not quintessential for the edification trajectory but emanates
from how the data are showcased or chores are delineated. Haphazardly structured content
or nebulous directives can gratuitously augment this burden, sidetracking cerebral assets
from genuine edification.
Pertinent burden pertains to cerebral undertakings that bolster the edifice of endur-
ing cognition such as schema formulation. Quintessential pedagogical blueprints strive
to curtail superfluous burdens while amplifying pertinent ones, ensuring the judicious
utilization of the scholars’ cerebral capital for substantive edification.
Within VR linguistic edification terrains, supervising cognitive burden is paramount.
VR’s engulfing essence can proffer sumptuous, contextually apt episodes but concurrently
risks inundating scholars with a surfeit of sensory data. Thus, it becomes cardinal to
concoct VR voyages that harmonize the unveiling of nascent linguistic content with inter-
active facets, safeguarding that those scholars remain captivated without succumbing to
saturation. This equilibrium underpins proficient linguistic digestion, solidifying emergent
wisdom and competencies.

3.2. Educational Psychology Theories Relevant to VR

Pedagogical psychology unfurls a tapestry of discernments into the modalities through
which individuals assimilate knowledge, particularly within tech-augmented milieus like
virtual reality (VR). As VR burgeons into an influential instrument within the educational
sphere, grasping the psychological tenets bolstering efficacious edification within this
domain ascends in significance. This segment ventures into salient pedagogical psychology
postulates inextricably linked to VR environments. These postulates elucidate not merely
the cerebral and affective oscillations of scholars within VR, but also chart the blueprint of
VR odysseys to optimize edificatory outcomes. By amalgamating these theoretical vantages,
we can adeptly leverage the distinctive boons of VR, forging engrossing educative sojourns
that resonate both in allure and scholarly merit.
A comparative chart highlighting the differences in learner motivation and engage-
ment between traditional and VR learning is presented in Figure 4.
In conducting a questionnaire survey to analyze learner engagement and motivation, a
sample size of 200 university students from Kunsan National University in South Korea was
selected. The survey consisted of a series of questions designed to measure and compare
the efficacy of traditional learning methods versus virtual reality (VR) environments in
educational settings.
The questionnaire results, as summarized in Figure 4, indicate a significant difference
in the impact of VR and traditional learning on students. Notably, engagement levels were
higher in the VR group, with a reported 85% engagement rate compared to 65% in the
traditional group. This suggests that VR’s immersive nature may be more effective in
capturing and maintaining student attention.
The retention rate of learned material was 75% for the students who utilized VR, which
was 25% higher than for those who engaged in traditional learning methods. This could be
attributed to the interactive elements and realistic simulations provided by VR, which are
known to enhance memory retention.
 cal psychology postulates inextricably linked to VR environments. These postulates elu-
cidate not merely the cerebral and affective oscillations of scholars within VR, but also
chart the blueprint of VR odysseys to optimize edificatory outcomes. By amalgamating
these theoretical vantages, we can adeptly leverage the distinctive boons of VR, forging
engrossing educative sojourns that resonate both in allure and scholarly merit.
Appl. Sci. 2023, 13, 12557 11 of 31
A comparative chart highlighting the differences in learner motivation and engage-
ment between traditional and VR learning is presented in Figure 4.

Figure4.4. Comparative
Figure Comparative analysis
analysisof
oflearner
learnerengagement
engagementand
andmotivation.
motivation.

The cognitive aload

In conducting was reported
questionnaire surveyto to
beanalyze
lower learner
in VR at 50%, as opposed
engagement to 70%
and motivation,
in traditional learning scenarios. This might be due to the intuitive and
a sample size of 200 university students from Kunsan National University in South Korea experiential
learning environments
was selected. The survey created by VR,
consisted of awhich
series can simplify designed
of questions complex concepts
to measure and reduce
and com-
cognitive overload.
pare the efficacy of traditional learning methods versus virtual reality (VR) environments
The motivation
in educational to continue learning was markedly higher in VR, with an 80%
settings.
positive response, underscoring VR’s potential
The questionnaire results, as summarized to sustain
in Figure student
4, indicate interest over
a significant time.
difference
Finally, real-world application was perceived to be more effective in VR at 70%,
in the impact of VR and traditional learning on students. Notably, engagement levels were indicating
that VRinprovides
higher a morewith
the VR group, practical learning
a reported 85%experience
engagement that students
rate compared findtorelevant to
65% in the
real-life situations.
traditional group. This suggests that VR’s immersive nature may be more effective in cap-
The survey conducted at Kunsan National University National University provides
turing and maintaining student attention.
compelling evidence that VR can significantly improve learner engagement, retention rates,
The retention rate of learned material was 75% for the students who utilized VR,
and motivation, while potentially decreasing cognitive load and enhancing the applicability
which was 25% higher than for those who engaged in traditional learning methods. This
of learned concepts to real-world contexts.
could be attributed to the interactive elements and realistic simulations provided by VR,
whichImmersive
3.2.1. are knownLearning
to enhance memory retention.
Experiences in VR
Virtual reality (VR) has emerged as a beacon in the digital terrain, celebrated for its
prowess in fabricating encompassing edificatory escapades [44]. In the VR lexicon, ‘immer-
sion’ delineates the profound sentiment of corporeal inhabitance within an ethereal realm.
This profound sentiment springs from a symphony of visual, auditory, and occasionally
tactile resonances enveloping the scholar, endowing the virtual milieu with a palpable
verisimilitude [45].
The allure of VR’s immersive pedagogy emanates from its dexterity to emulate real-
world tableaux that might otherwise be untenable, perilous, or elusive within conventional
educational precincts. Picture a fledgling medic honing surgical dexterities within the
sanctity of a virtual infirmary or a scholar of antiquity meandering through bygone epochs,
imbibing history in its raw, unvarnished splendor. Such tangible veracity fosters experien-
tial edification, wherein scholars distill wisdom and prowess not from dormant content
imbibition but vivacious engagements.
VR’s enveloping character can amplify affective resonance. Affective oscillations
wield a pivotal clout over the edificatory journey, steering zeal, focus, and mnemonic
preservation. Engulfed in emotive fervor, scholars tend to harbor an intensified yearning to
traverse, engage, and invest cerebral vigor, paving the path for profound comprehension
and enhanced material anchorage.
Appl. Sci. 2023, 13, 12557 12 of 31

In this pursuit of immersion, equilibrium remains paramount. Excessive submersion

could inundate the cognitive reservoir, especially amidst a deluge of data or an intricate
virtual cosmos. Thus, pedagogical architects must judiciously sculpt VR odysseys, ensur-
ing that immersive elements amplify and harmonize with the scholarly intent without
ensnaring the learner in cognitive quagmires.

3.2.2. Learner Motivation and Engagement in VR

Motivation and fervor stand as cornerstones in the pedagogical tapestry, and virtual
reality (VR) unfurls an unparalleled tapestry to amplify these facets [46]. With its engross-
ing and tactile realms, VR metamorphoses pedestrian scholastic materials into riveting
odysseys, kindling a learner’s innate zeal.
VR’s salient virtue is its ability to bestow immediate and consequential feedback.
As scholars meander through the virtual terrains, the repercussions of their endeavors
manifest instantaneously, be it while piecing together a digital contraption or embarking
on a linguistic sojourn in alien tongues. Such real-time affirmations bolster the edificatory
voyage and ignite a flame of triumph, intensifying the pull of motivation.
The all-encompassing terrains crafted by VR conjure a profound immersion, making
learners feel ensconced within the educational escapade. Such an amplified immersion can
spawn heightened empathy and an affective bond with the content. Visualize, for instance,
an aspirant of environmental lore forging a profound kinship with issues of deforestation
after witnessing the obliteration of a verdant canopy in the virtual cosmos.
The elements of gamification, seamlessly woven into VR pedagogical platforms, fur-
ther accentuate motivation. The allure of challenges, accolades, and the thrill of competition
infuse vivacity into the learning journey, nudging scholars to immerse deeper, thereby
honing their grasp over the subject matter.
Amidst VR’s mesmerizing allure, it remains paramount to tether its capabilities to
genuine educational aspirations. The charm of VR must not eclipse the cardinal scholastic
imperatives. Instead, VR should serve as a conduit, augmenting and synergizing with time-
honored educational modalities, crafting a comprehensive and efficacious learning sojourn.

3.2.3. Social Interaction and Collaborative Learning in VR

Virtual reality (VR) transcends the confines of isolated escapades, emerging as a social
engagement and collective edification nexus [47]. VR’s prowess in mirroring the tangible
world presents an unmatched avenue for scholars to plunge into collective endeavors,
dialogues, and analytical pursuits within a communal virtual expanse.
Group learning within VR manifests in myriad modalities. Picture, for instance,
students congregating in a digital lab, orchestrating experiments and disseminating dis-
coveries synchronously. Alternatively, envision them embroiled in a dramatized exercise,
donning varied personas, navigating challenges, and striving toward a collective mission.
Such ventures hone collaborative acumen and articulation and empower participants to
embrace diverse vantage points.
VR’s ambit encompasses a global tableau. Pupils spanning continents can convene
within a digital academy, interspersing their distinct cultural imprints and worldviews. This
transcontinental communion amplifies the pedagogical journey, fostering cross-cultural
sagacity and compassion.
Another noteworthy facet of VR’s collaborative paradigm is the capacity to chronicle
and reenact engagements. Pedagogues can scrutinize these captures to proffer insights,
while learners can peruse them for introspection and enriched comprehension.
Amidst the expansive potential of VR in cooperative pedagogy, it is paramount to
champion accessibility. Ensuring equitable ingress, user-friendly navigation, and judicious
content oversight guarantees that VR-facilitated collective education remains inclusive and
resonant for every participant.
 Appl. Sci. 2023, 13, 12557 13 of 31

4. VR-CCL Framework for Optimized Language Learning

Incorporating virtual reality (VR) within the pedagogical tapestry, predominantly
within the precincts of foreign language pedagogy, demands a meticulous methodol-
ogy to unlock its latent prowess. Emerging from this exigency, the VR-CCL (Virtual
Reality—Constructivism and Cognitive Load) paradigm offers an intricate tapestry, amal-
gamating the tenets of constructivist pedagogical axioms and the nuances of cognitive load
theory cocooned within the VR milieu.
The architecture of this paradigm has been meticulously sculpted to navigate the
labyrinthine intricacies and boundless vistas birthed by VR in the language acquisition
odyssey. Harnessing the ethereal and symbiotic faculties of VR, the VR-CCL paradigm
aspires to sculpt a harmonized learning sanctum, resonating with the cognitive oscillations
23, 13, x FOR PEER REVIEW of learners and fostering profound educational epiphanies. 14 of 33
Subsequent discourses shall pierce the veil of the VR-CCL paradigm’s nucleus, shed-
ding luminescence on how each facet augments language mastery within the VR cosmos.
As we embark on an erudite voyage through interactive resonance, cognitive burden or-
visionaries toward seizing the zenith of VR’s capabilities in foreign language enlighten-
chestration, and tailoring tactics, a lucid compass shall manifest, guiding pedagogues and
ment.
visionaries toward seizing the zenith of VR’s capabilities in foreign language enlightenment.
The overarchingThestructure and components
overarching structure and of the VR-CCL
components framework
of the are visualized
VR-CCL framework are visualized
in Figure 5. in Figure 5.

Figure 5. Visual representation

Figure 5. Visualof the VR-CCLof
representation (Virtual Reality-Constructivist
the VR-CCL Cognitive Learning)
(Virtual Reality-Constructivist Cognitive Learning)
framework. framework.

4.1. Interactive
4.1. Interactive Engagement Engagement
(Based (Based on Constructivist
on Constructivist Learning Theory)
Learning Theory)
Interactive
Interactive resonance resonance
forms formsof
the bedrock the bedrock
the VR-CCL of the VR-CCL gleaning
paradigm, paradigm,insights
gleaning insights
from the pillars of constructivist educational philosophy. Constructivism advocates for the
from the pillars of constructivist educational philosophy. Constructivism advocates for
learners’ active chiseling of wisdom through their dynamic interplay with surrounding
the learners’ active chiseling of wisdom through their dynamic interplay with surround-
stimuli. Thus, VR’s inherently interactive milieu has emerged as a sublime canvas for
ing stimuli. Thus, VR’s inherently
hands-on interactive
enlightenment. milieu hasamplify
Such dynamisms emerged asessence,
their a sublime canvasgenuine
furnishing for back-
hands-on enlightenment. Such dynamisms amplify their essence, furnishing genuine
drops where aspirants can immerse, practice, and assimilate novel linguistic patterns and
backdrops where aspirants
lexicons. can immerse,
Succeeding practice,
segments and assimilate
shall plumb the depthsnovel linguistic
of diverse patterns
dimensions of interactive
and lexicons. Succeeding
resonance segments
within VR,shall plumb the
accentuating the depths of diverse
quintessence dimensions of
of learner–content inter- peer-to-
dialogues,
active resonancepeer exchanges,
within objective-driven
VR, accentuating the endeavors,
quintessence and of
thelearner–content
paramountcy of reflexive mechanisms
dialogues,
in orchestrating an enriching odyssey of learning.
peer-to-peer exchanges, objective-driven endeavors, and the paramountcy of reflexive
mechanisms in orchestrating an enriching odyssey of learning.

4.1.1. Learner–Content Interaction in VR

Virtual reality (VR) has revolutionized the pedagogical panorama, especially in lin-
guistics. With its tomes and spoken discourses, the conventional learning alcove has been
Appl. Sci. 2023, 13, 12557 14 of 31

4.1.1. Learner–Content Interaction in VR

Virtual reality (VR) has revolutionized the pedagogical panorama, especially in lin-
guistics. With its tomes and spoken discourses, the conventional learning alcove has been
eclipsed by VR’s enveloping, tridimensional realms. In these vistas, the nexus between the
scholar and material is not merely amplified; it undergoes metamorphosis.
Envision an instance where an apprentice, endeavoring to master French, is virtually
conveyed to a charming alley in Paris. Meandering through this milieu, every placard,
carte du jour, and periodical becomes a conduit to immerse in the dialect. They can
virtually handle artifacts, peruse annotations, or even solicit refreshments at a bistro,
honing articulation and phraseology in synchrony. Such engagements bestow upon the
educational voyage a profound contextuality. Lexemes transform from nebulous concepts
to memorized into instrumental conduits for exploration, discourse, and discernment in a
virtual cosmos echoing the tangible.
This profundity of engagement is augmented by the pan-sensory resonance that VR
dispenses. An aspirant does not merely visualize the term “pomme” at a virtual produce
stand; they can ‘grasp’ the apple, ‘eavesdrop’ on its accurate enunciation, and even ‘perceive’
its tactile essence via haptic reverberations. These pan-sensory encounters ascertain that
the acquisition process extends beyond the intellect into tangible experiences.
The VR milieu is malleable. Should a student grapple with the specific lexicon, the
setting can orchestrate additional episodes accentuating those terminologies, fortifying
assimilation and prowess. In contrast, the milieu can intensify for seasoned scholars,
ushering in intricate lexicon and sophisticated syntactical paradigms.
VR rejuvenates the bond between the scholar and content, rendering it vibrant, modifi-
able, and profoundly immersive, ensuring that linguistic mastery evolves from a scholastic
chore into a palpable, evocative expedition.

4.1.2. Learner–Learner Interaction in VR

The domain of virtual reality (VR) not only magnifies the scholar’s communion with
content but also recalibrates the intricacies of inter-peer dialogues. Conventional linguistic
acquisition frequently encompasses dyadic or collective engagements, wherein students’
discourse, dramatize, or amalgamate efforts on assignments. VR elevates these dialogues
to an unparalleled plateau of veracity and engrossment.
Within a VR ambit, acolytes can assume personas, facilitating interactions in ambiances
reflecting tangible life tableau. For illustration, scholars assimilating Spanish might be
transported to a virtual bazaar in Barcelona, haggling with contemporaries, brokering
terms, and effectuating acquisitions—such dialogues obligate acolytes to wield the dialect
in pragmatic, instantaneous circumstances, bolstering eloquence and assurance.
VR proffers a cosmopolitan dais. An understudy in Tokyo can effortlessly commune
with a counterpart in Buenos Aires, surmounting spatial and ethnocultural chasms. This
planetary discourse acquaints scholars with many vernaculars, tonalities, and idiomatic
expressions, augmenting their linguistic arsenal and ethnocultural discernment.
The alacrity of reciprocation in VR stands as another boon. Articulatory aberrations or
syntactical lapses can be promptly rectified by contemporaries, engendering a synergistic
learning milieu. Beyond this, the VR interface can assimilate instantaneous trans-literation
utilities and articulation manuals, aiding scholars amidst exchanges.
VR metamorphoses scholarly interchanges from mere dialogic drills into profoundly
engrossing, genuine, and international exchanges, rendering linguistic assimilation a com-
munal and culturally opulent pursuit.

4.1.3. Task and Goal-Oriented Interaction in VR

Virtual reality (VR) furnishes a singular conduit for mission-centric and objective-
driven engagements, especially within linguistic acquisition. Contrasting conventional
techniques, wherein assignments might be circumscribed to textual endeavors or rudi-
Appl. Sci. 2023, 13, 12557 15 of 31

mentary exchanges, VR proffers an engulfing milieu wherein scholars can plunge into
verisimilar tableaux, necessitating lingual dexterity to fulfill determinate ends.
Visualize, for a moment, an undertaking within VR that mandates steering through a
non-native metropolis solely employing the focal dialect. Disciples can pinpoint a dis-tinct
locale, requisitioning sustenance or deciphering a conundrum, all while articulating solely
in the vernacular under scrutiny. These tableaux not merely assay their lingual faculties
but also their prowess in harnessing them in tangible, quotidien predicaments.
The engulfing essence of VR ascertains that those disciples remain wholly enmeshed in
the designated assignment. External diversions wane, and the palpable immersion within
the virtual realm augments the gravitas of the mission, rendering efficacious discourse
paramount. The intensified involvement and authenticity render VR endeavors more
resonant and indelible, culminating in the superior consolidation and employment of
linguistic paradigms.
VR’s inherent malleability sanctions assignments to be modulated in alignment with
individual adeptness tiers. Neophytes might be embroiled in more elementary liaisons
such as procuring commodities from a mercantile, while seasoned learners could broker
commercial pacts or orate discourses.
In its quintessence, mission-centric and objective-driven liaisons within VR proffer a vi-
vacious, captivating, and adaptable modality for linguistic acquisition, melding theoretical
cognizance with pragmatic deployment.

4.1.4. Feedback and Assessment Mechanisms in Interaction

Feedback, an integral pillar of efficacious learning, assumes an augmented stature
within the purview of VR linguistic tutelage. Feedback metamorphoses within this en-
veloping VR expanse, becoming instantaneous, situationally apt, and markedly interactive.
Distancing from archaic paradigms, where feedback could be temporally staggered or un-
duly broad, VR proffers punctual rectifications and mentorship, ameliorating the trajectory
of comprehension.
Envision, for a moment, a disciple engrossed in a virtual tableau. Herein, auditory
discernment apparatuses could identify lapses in articulation, furnishing immediate re-
dressals. Optical indicators, perhaps through chromatic delineations, might spotlight
syntactic blemishes or lexemic deviations, empowering learners to amend transgressions
post-haste. Such brisk interventions buttress apt lingual practices and elevate the learner’s
self-assuredness.
VR architectures can seamlessly incorporate mutable evaluation instruments. The
matrix can modulate the intricacy of assignments, safeguarding that those conundrums
consistently strike the optimal balance of profundity. This fluid evaluative approach assures
incessant ascension without inundating or marginalizing the aspirant.
In augmentation, post-engagement dissections can furnish granular examinations
into a scholar’s virtuosities and facets necessitating refinement. By gauging parameters
such as lexemic expansiveness, syntactic intricacy, and engagement fruition coefficients,
pedagogues and scholars can discern explicit domains ripe for concerted cultivation.
The evaluative and feedback apparatuses inherent to VR linguistic pedagogy are
avant-garde, bequeathing punctual, mutable, and nuanced perceptions that conventional
methodologies scarcely rival.

4.2. Cognitive Load Management (Based on Cognitive Load Theory)

Cognitive load theory (CLT) articulates that potent learning transpires when cognitive
requisites levied upon a learner are meticulously balanced. Within the sphere of VR
linguistic education, supervising this cognitive demand emerges as a linchpin. While
VR’s immersive essence proffers opulent pedagogical encounters, it could simultaneously
weave intricacies, potentially inundating a learner’s cognitive bandwidth. This segment
ventures into tactics and tenets drawn from CLT, aspiring to galvanize VR’s capabilities
while maintaining a cognitive equilibrium propitious for efficacious language mastery.
Appl. Sci. 2023, 13, 12557 16 of 31

4.2.1. Simplifying Extraneous Elements to Reduce Extraneous Load

Virtual reality (VR) proffers a sumptuous, engulfing milieu for linguistic education,
but this opulence can occasionally bear ambivalent facets. The multifacetedness and
profundity of VR journeys can usher in superfluous cognitive impositions upon scholars,
termed the extrinsic burden. This imposition, albeit not intrinsically augmenting the
educational trajectory, can detract from it by depleting cognitive assets primed for linguistic
comprehension and integration.
Discerning and attenuating these extrinsic components is crucial for apex linguistic
edification in VR. Contemplate potential diversions: elaborate visual renderings, non-
germane animations, or even ambient sonorities misaligned with pedagogical aims. Albeit
accentuating VR’s verisimilitude, they might misdirect a scholar’s focus from the princi-
pal linguistic corpus. Distilling or extirpating such constituents ensures that a scholar’s
cognitive prowess is undeviatingly channeled toward linguistic mastery.
Furthermore, the architectural ethos of VR linguistic platforms ought to venerate
lucidity and pertinence. Every facet within the VR ambit should embody a palpable
educational intent. Through assiduous content and design curations, pedagogues and VR
artisans can craft an educative sphere that accentuates immersion’s merits while eschewing
the snares of unwarranted cognitive exertion. Striking this equilibrium is quintessential for
leveraging VR’s entirety in linguistic pedagogy, ensuring that scholars remain engrossed
and fixated on their cardinal pursuit: conquering a novel tongue.

4.2.2. Enhancing Essential Elements to Increase Germane Load

In a VR language learning setting, reducing distractions is paramount. However, it
is just as vital to spotlight elements that directly aid in mastering the language, thereby
bolstering the relevant cognitive load. The relevant cognitive load pertains to the mental
energy expended on assimilating and processing new data, which translates to linguistic
material in this scenario.
In a VR framework, this can be realized by underscoring pivotal linguistic components,
terms, and cultural subtleties. For instance, lucid visual indicators or recurring motifs can
assist learners in recognizing and retaining fresh terms. Likewise, engaging simulations
that echo everyday situations can be crafted to emphasize distinct grammatical facets,
ensuring that learners grasp and utilize them in a realistic context.
Sound-based tools such as distinct pronunciation aids or diverse dialect can be merged
to facilitate auditory comprehension and accent mastery. By delivering on-the-spot feedback
within these simulations, learners can promptly rectify errors, solidifying the accurate
linguistic patterns.
It is also advantageous to weave cultural aspects into the VR landscape. By submerg-
ing learners in settings that faithfully represent a culture, they attain a more profound
grasp of the societal backdrop of the language, rendering their educational voyage more
comprehensive and resonant. Fundamentally, a learner’s mental capacity is adeptly chan-
neled by enhancing these crucial components, refining the educational trajectory within
the immersive VR domain.

4.2.3. Gradual Guidance and Task Decomposition

In the immersive world of VR language education, there is a real risk of learners
becoming daunted by the vastness and intricacy of fresh linguistic content. Addressing
this necessitates the implementation of careful scaffolding and task segmentation.
In this context, scaffolding means progressively introducing linguistic elements in a
methodical and tiered fashion. Rather than immediately plunging learners into intricate
dialogues or sentences, starting with basic vocabulary and fundamental grammatical con-
structs is beneficial. As they gain confidence and skill, the depth of the content can gradually
intensify, ensuring that while they are consistently pushed, they never feel swamped.
Task segmentation, conversely, is about dissecting broader, intricate activities into
more digestible, smaller undertakings. For example, instead of thrusting learners into an
Appl. Sci. 2023, 13, 12557 17 of 31

elaborate VR conversation, they might initially practice isolated phrases and then progress
to brief exchanges, culminating in extended dialogues. This progressive method lets
learners cement their grasp on individual segments, fostering confidence and solidifying
their understanding before venturing into more involved tasks.
By weaving these approaches into VR language education, a more streamlined and
organized learning path is carved, diminishing cognitive strain and amplifying the overall
efficiency of the educational journey.

4.2.4. Feedback and Self-Assessment in Managing Cognitive Load

Within the immersive realm of VR language education, feedback and self-evaluation
are crucial, especially in balancing cognitive demands. Well-structured feedback mecha-
nisms can significantly slash unnecessary cognitive strain by offering learners clear insights
into their performance, highlighting improvement areas and solidifying correct practices.
Instant feedback in VR, powered by up-to-the-minute analytics and AI-guided evalu-
ations, provides learners with an immediate perspective on their linguistic proficiencies
and areas needing attention. This promptness ensures that mistakes are nipped in the
bud, averting the solidification of wrong practices. For example, suppose a student re-
currently mispronounces a particular term or misapplies a grammar rule. In that case,
on-the-spot feedback can steer them correctly, ensuring that these missteps do not evolve
into persistent habits.
Conversely, self-evaluation gives learners the reins, prompting them to introspect
on their accomplishments and bolstering metacognitive capabilities. By intermittently
scrutinizing their progress, learners can chart achievable objectives, recalibrate their ap-
proaches, and take charge of their educational voyage. In the VR milieu, tools such as
interactive tests, immersive simulations, and scenario-driven exercises can be harnessed to
boost this self-reflection, offering students a chance to measure their grasp in an engaging,
lifelike framework.
By embedding feedback and self-assessment mechanisms in VR language education
platforms, cognitive load can be deftly managed, ensuring that students stay focused,
enthused, and on a clear path to language proficiency.

4.3. Personalization and Adaptivity (Based on Input Hypothesis Theory)

The input hypothesis theory, articulated by Stephen Krashen, accentuates the quintessence
of intelligible linguistic stimuli in language assimilation. This doctrine highlights the
paramountcy of bespoke curriculum and fluid adaptiveness within the confines of VR-
infused linguistic pedagogy. Considering the kaleidoscope of scholastic antecedents and
learning arches that individuals’ traverse, it becomes quintessential to proffer meticulously
curated content resonating with their linguistic prowess and pedagogic inclinations. Armed
with its engrossing and malleable faculties, VR has emerged as the consummate dais to
execute such individualized and pliable methodologies. This discourse seeks to elucidate
the amalgamation of input hypothesis theory tenets into the VR-CCL paradigm, aiming to
amplify linguistic pedagogic ramifications.

4.3.1. Dynamic Content Adaptation in VR

Virtual reality (VR) has emerged as a paradigm-shifting medium for content dissemi-
nation, boasting the capability to metamorphose dynamically in alignment with individual
learner archetypes. Given the spectrum of learner proficiencies, educational modalities, and
inclinations, this malleability becomes profoundly indispensable in linguistic pedagogy.
Drawing cues from the input hypothesis theory, it becomes imperative to furnish learn-
ers with linguistic stimuli marginally transcending their present proficiency, colloquially
delineated as ‘i + 1’, to ascertain pinnacle educational outcomes.
This dynamic content transmogrification manifests in multifarious avenues within the
VR linguistic and educational sphere. Instantaneous evaluations can discern a learner’s
linguistic stature, calibrating the intricacy of subsequent linguistic challenges. Neophytes
Appl. Sci. 2023, 13, 12557 18 of 31

may grapple with rudimentary lexicon and syntactical frameworks, while their seasoned
counterparts delve into labyrinthine grammatical edifices and intricate lexemes.
VR can architect a lifelike tableau wherein learners liaise with ethereal entities. These
virtual denizens can recalibrate their linguistic delivery in tempo, lexicon breadth, and
intricacy, ensuring perpetually decipherable communication.
Feedback apparatus within VR can illuminate discrepancies, furnishing rectifications,
thereby enriching the educational odyssey’s customization. As an exemplar, should a
learner recurrently flounder with verbs of yesteryears, the VR mechanism can proliferate
tableau accentuating that specific grammatical facet.
The dynamism of content transfiguration in VR, anchored in the tenets of the input
hypothesis theory, guarantees that learners perpetually find themselves on the precipice
of challenge without tumbling into the abyss of bewilderment, laying the foundation for
efficacious linguistic mastery.

4.3.2. Learner Modeling and Learning Path Recommendation

Deciphering the enigma of a learner stands paramount in any pedagogical arena, and
VR linguistic instruction echoes this sentiment. Learner modeling delves into crafting a
nuanced silhouette of a learner, extrapolating from their engagements, prowess, proclivities,
and critiques within the VR tableau. This crafted archetype is the cornerstone, facilitating a
bespoke educational journey attuned to the individual’s requisites, fortifying enthrallment
and assimilation.
VR’s forte lies in its prowess to amass a kaleidoscope of data fragments during a
learner’s symbiosis with the system. From the durations lavished on distinct undertakings,
the momentary vacillations prior to responses, to the intricate tapestry of missteps woven,
this amassed data are meticulously dissected to curate a holistic learner schematic. In its
grandeur, this blueprint can prognosticate potential stumbling blocks, the learner’s favored
pedagogical modality, and their intrinsic fervor.
The VR infrastructure can usher the learner down a tailored educational boulevard.
An individual showcasing prowess in lexicon but grappling with syntactical weaving might
find themselves amidst scenarios accentuating grammatical nuances. In juxtaposition, an
auditory aficionado might encounter an augmented array of listening endeavors within the
VR milieu.
As the learner’s odyssey unfolds, this model undergoes perpetual refinement, ensuring
perpetually apt recommendations. This fluid recalibration stands vital, particularly within
linguistic pedagogy, where the path of ascension often eschews linearity, leading learners
to grapple with unforeseen quandaries.
Learner modeling fused with bespoke educational pathway suggestions within VR
proffers an individualized sojourn. This ensures that each learner’s unique characteristics
and preferences are skillfully addressed, enhancing the chances of achieving successful
language proficiency.

4.3.3. Personalized Design of Tasks and Activities

At the heart of proficient language acquisition is the substance and the mode of
its conveyance. Within the VR domain, the horizon for customization stretches im-
measurably, allowing educators to craft endeavors that echo the learner’s ethos. This
individualized touch profoundly amplifies the pedagogical voyage, infusing it with
vibrancy and pertinence.
Visualize a duo of learners: one harbors a fervent passion for gastronomy, whereas the
other is an insatiable wanderlust. Within a bespoke VR linguistic milieu, the gastronome
might find themselves ensconced in a Parisian virtual culinary sanctum, acquiring French
whilst orchestrating an iconic Gallic delicacy. On the other hand, the globe-trotter might
traverse the labyrinthine byways of Tokyo, soliciting directions while imbibing nuances
of Japanese.
Appl. Sci. 2023, 13, 12557 19 of 31

Such tailored experiences spring from an amalgam of discerning learner profiles and
avant-garde computational blueprints. By delving into a learner’s inclinations, avoca-
tions, and prior sojourns, VR paradigms can conjure milieus that transcend pedagogical
bounds, resonating on a profoundly intimate plane. This stratagem ensures that learn-
ers metamorphose from mere sponges of knowledge to zealous contributors in their
educational odyssey.
The intricacy of these undertakings can seamlessly oscillate on the learner’s linguistic
prowess. Neophytes might immerse in rudimentary endeavors like object delineation,
while seasoned linguists could grapple with intricate dialogues or cerebral conundrums in
the desired vernacular.
In its quintessence, the meticulous curation of endeavors within VR linguistic instruc-
tion guarantees that the substance resonates with the learner’s aptitude and their fervors
and aspirations, nurturing an indomitable allegiance to the edifying voyage.

4.3.4. Personalized Assessment and Feedback

Evaluative processes are the linchpin of efficacious learning, granting pedagogues
and pupils a lucid window into advancement and domains necessitating refinement. How-
ever, conventional evaluative methodologies frequently espouse a homogenized blueprint,
potentially sidelining distinct pupils’ multifaceted requisites and prowess. Within the
sphere of VR linguistic pedagogy lies a golden prospect to metamorphose this schema via
individualized appraisals and responsive feedback channels.
Evaluation can be effortlessly interwoven into the educational tapestry within the VR
ambit. Visualize post a simulated tête-à-tête with a vernacular conversationalist, the system
promptly dissecting a pupil’s articulation, syntactical choices, and lexicon deployment. This
expeditious critique, sculpted around the pupil’s execution, can elucidate commendable
facets and spotlight zones beckoning deeper exploration.
VR’s fluidic canvas beckons malleable appraisals. Hinging on a pupil’s prowess in a
delineated segment, ensuing examinations can modulate in intricacy, vouching that they
perpetually encounter calibrated challenges. This fluidity does not merely sustain pupil
immersion but also vouches that those evaluations genuinely mirror their acumen.
Another boon tethered to VR-oriented bespoke critiques is its proclivity for immersive
rectification. Rather than a mere quantitative grade or inscribed critique, pupils can be
ushered into lifelike tableaux where errors can be addressed and amended. Envision a pupil
grappling with orchestrating a meal order in Castilian nuances; they could find themselves
ensconced in a virtual Iberian bistro, revisiting the dialogue until it is impeccably etched.
Bespoke evaluations and critiques within VR linguistic pedagogy unfurl a more
granular, dynamic, and experiential avenue for gauging prowess. By resonating with
individual requisites and proffering instantaneous, milieu-rich critiques, VR harbors the
potential to elevate the evaluative journey, rendering it profoundly poignant and impactful
for the linguistic voyager.

5. Case Study
5.1. Case Study One: Duolingo VR
5.1.1. Detailed Description of Duolingo VR
Duolingo, an illustrious beacon in the linguistic pedagogical software sphere, has
now voyaged into the mesmerizing domain of virtual reality, unveiling the “Duolingo VR”
platform. This avant-garde stratagem endeavors to recast the modus operandi of linguistic
acquisition, proffering a palpably interactive and captivating journey.
Eschewing the conventional framework of the Duolingo application, which pre-
dominantly leans on textual drills and sonorous prompts, Duolingo VR submerges
aficionados into vivid tableau mirroring authentic situations, galvanizing the application
of the aspired vernacular. Imagine an aspirant of the French language ensconced in
a lively Parisian coffeehouse, placing an order, or meandering through the timeworn
Appl. Sci. 2023, 13, 12557 20 of 31

cobblestone alleys of Montmartre, weaving dialogues with simulated personas in the

language under the spotlight.
The architectural ethos of this platform emanates from the quintessence of immersion.
By crafting facsimiles of tangible experiences, Duolingo VR endows its users with richly
contextualized arenas, fortifying the application of acquired linguistic prowess. This
augments mnemonic anchoring and elevates self-assurance, enabling neophytes to indulge
in dialogic exchanges sans the trepidation of erring before genuine interlocutors.
A salient hallmark of Duolingo VR is its astute adaptive pedagogical mechanism.
Discerning an individual’s linguistic command, it modulates the virtual mise-en-scènes in
alignment. Neophytes might grapple with rudimentary endeavors such as self-introduction,
while seasoned linguists might find themselves immersed in commercial parleys or dissect-
ing sophisticated discourses.
With the integration of cutting-edge phonetic recognition systems, Duolingo VR
bestows real-time critiques on articulation and syntactical choices, facilitating immediate
amelioration and honing of linguistic flair. This symphony of enthralling milieus, malleable
instruction, and instantaneous critique solidifies Duolingo VR’s stature as a pioneering
implement in the vast expanse of linguistic enlightenment.
The participant group for the Duolingo VR study consisted of 56 individuals, carefully
curated to encompass a spectrum of ages, linguistic backgrounds, and gender identities.
The age range of the participants spanned from 18 to 50 years, offering a window into
adult learning phases. Gender representation was meticulously balanced, with a near-
equal division between male and female participants, complemented by the inclusion of
non-binary individuals who formed 10% of the cohort. The linguistic composition was
notably diverse, featuring native speakers of English, Korean, and Mandarin, among others.
This variety provided a solid foundation for assessing Duolingo VR’s effectiveness across
different language learners. The diversity of the group not only enriched the study’s
outcomes, but also highlighted the adaptability of Duolingo VR to suit a varied user
base. Additionally, the varying degrees of previous exposure to virtual reality among
the participants added depth to the understanding of the initial learning curve associated
with this state-of-the-art educational tool. This blend of backgrounds sheds light on the
complexities of acquiring language in a virtual setting, offering key insights into the
adaptive and inclusive nature of Duolingo VR.

5.1.2. Application of the VR-CCL Framework in Duolingo VR

The VR-CCL (Virtual et al.) framework, which underscores the importance of inter-
active participation, adept handling of cognitive burden, and tailored learning experiences,
is vividly manifested in the design and operations of Duolingo VR.
Regarding interactive engagement, Duolingo VR elevates the user’s connection with
the material to an unparalleled echelon. Its rich, immersive environments render the
learning trajectory profoundly tangible and hands-on. Envision a student meandering
through a simulated Spanish bazaar or partaking in a cultural fiesta in Mexico; such
settings naturally beckon learners to forge dialogues with virtual entities, bolstering their
articulation prowess.
Diving into the domain of cognitive load management, the adaptive algorithms pow-
ering Duolingo VR have emerged as game changers. The platform strikes a delicate balance
by astutely modulating the intricacy of encounters in alignment with a user’s linguistic
mastery—ensuring students are neither swamped with complexity nor left craving more
challenges. Such a fluid calibration keeps unnecessary cognitive strain at bay, empowering
learners to channel their focus onto the core facets of language assimilation.
The hallmark of customization in the VR-CCL framework is poignantly echoed in
Duolingo VR’s adaptive features. Beyond mere difficulty tweaking, this platform offers
bespoke feedback anchored in each learner’s unique interactions. The system delivers
on-the-spot critiques, empowering users to rectify and refine promptly. This granular
Appl. Sci. 2023, 13, 12557 21 of 31

Appl. Sci. 2023, 13, x FOR PEER REVIEW 22 of 33

personal touch ensures a learner-centric approach, meticulously addressing individual

quirks and hurdles, sculpting a more efficient and individualized learning odyssey.
Duolingo VR’s architectural blueprint and features harmonize seamlessly with the
Duolingo VR’s architectural blueprint and features harmonize seamlessly with the
tenets of the
tenets of theVR-CCL
VR-CCLparadigm,
paradigm,epitomizing
epitomizingthethe elegant
elegant marriage
marriage of avant-garde
of avant-garde tech
tech with
with time-tested educational philosophies to optimize language acquisition
time-tested educational philosophies to optimize language acquisition endeavors.endeavors.
The
The application
application and
and outcomes
outcomes of
of the
the VR-CCL
VR-CCL framework
framework inin Duolingo
Duolingo VR
VR are
are graph-
graphi-
ically represented in Figure
cally represented in Figure 6.6.

Figure
Figure 6.
6. Implementation
Implementation and
and outcomes
outcomes of
of the
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VR-CCL framework
framework in
in Duolingo
Duolingo VR.
VR.

The data
The data presented
presentedininFigure
Figure6,6,reflecting thethe
reflecting application
applicationandand
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the VR-
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CCL withinwithin
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Duolingo VR, derived from a controlled
were derived study we conducted.
from a controlled study we con-This
study involved 100 participants who were undergraduate students at
ducted. This study involved 100 participants who were undergraduate students at Kun- Kunsan National
University
san National in University
South Korea. Over the
in South course
Korea. of three
Over months,
the course thesemonths,
of three studentsthese
engaged with
students
language learning through both the Duolingo VR app and the traditional
engaged with language learning through both the Duolingo VR app and the traditional Duolingo platform.
Comparative
Duolingo metricsComparative
platform. such as interactive
metricsengagement and cognitive
such as interactive load management
engagement were
and cognitive
measured using a mix of quantitative surveys and qualitative assessments
load management were measured using a mix of quantitative surveys and qualitative as- at regular
intervals throughout
sessments the studythroughout
at regular intervals duration. the study duration.
Interactive engagement was
Interactive engagement was gauged gauged through
through self-reported
self-reported surveys
surveys where
where learners
learners
rated their sense of presence and interactivity within the learning environment.
rated their sense of presence and interactivity within the learning environment. Cognitive Cogni-
tive load was assessed using a standardized questionnaire designed to
load was assessed using a standardized questionnaire designed to measure mental effort measure mental
effort during the learning sessions. Personalization and adaptivity metrics were collected
during the learning sessions. Personalization and adaptivity metrics were collected
through log data analysis, highlighting the system’s response to the individual learner’s
through log data analysis, highlighting the system’s response to the individual learner’s
progress. Learner participation rates, language acquisition speed, and cultural understand-
progress. Learner participation rates, language acquisition speed, and cultural under-
ing were measured by tracking learner progress, the pace at which new language units were
standing were measured by tracking learner progress, the pace at which new language
completed, and the learners’ ability to apply language skills in culturally relevant scenarios.
units were completed, and the learners’ ability to apply language skills in culturally rele-
These measures were designed to provide a comprehensive understanding of the
vant scenarios.
VR-CCL framework’s impact on language learning through Duolingo VR, demonstrating
These measures were designed to provide a comprehensive understanding of the VR-
its strengths in creating an engaging and efficient learning experience. The percentages
CCL framework’s impact on language learning through Duolingo VR, demonstrating its
indicate a clear advantage of the VR environment over traditional methods across several
strengths in creating an engaging and efficient learning experience. The percentages indi-
dimensions, underlining the potential of VR in revolutionizing language education.
cate a clear advantage of the VR environment over traditional methods across several di-
mensions, underlining
5.1.3. Insights the potential
and Implications fromofDuolingo
VR in revolutionizing
VR language education.
Duolingo VR’s adept integration of the VR-CCL framework sheds light on virtual
5.1.3. Insights and Implications from Duolingo VR
reality’s vast capabilities in language education.
Duolingo
The sheer VR’s adept offered
immersion integration of the VR-CCL
by Duolingo VR standsframework shedstolight
as a testament on virtual
the potency of
reality’s
hands-on, vast capabilitieslearning.
experiential in language education.
Learners who immerse themselves in vividly designed,
Thesettings
realistic sheer immersion
shift from offered
passiveby Duolingo
spectators inVR
the stands as a testament
educational process totoengaged
the potency of
partici-
hands-on, experiential learning. Learners who immerse themselves in vividly
pants. This immersive plunge nurtures a profound rapport with the language and amplifiesdesigned,
realistic
memorysettings shift
retention andfrom passive
practical spectators in the educational process to engaged par-
application.
ticipants. This immersive plunge nurtures a profound rapport with the language and am-
plifies memory retention and practical application.
Appl. Sci. 2023, 13, 12557 22 of 31

Duolingo VR’s flair for adaptability underscores the paramount importance of cus-
tomization in contemporary pedagogy. While conventional classroom environments might
lean toward generalized teaching methodologies, potentially overlooking individual nu-
ances, Duolingo VR diverges markedly. Its ability to mold scenarios and fine-tune feedback,
catered to each learner’s distinct profile, champions a bespoke educational approach. This
focus on personalization translates to more targeted, efficient, and impactful learning
trajectories.
The pivotal role of instantaneous feedback is another noteworthy takeaway from
Duolingo VR’s setup. With learners receiving immediate critiques on aspects like pronun-
ciation and grammatical structures, they can promptly rectify their missteps. This rapid
loop of action–feedback correction is instrumental in fostering correct linguistic patterns,
thereby mitigating the risk of entrenching erroneous habits.
On the social interaction front, even though the exchanges are orchestrated in a virtual
space, they herald a transformative era in language learning. Engaging with these virtual
entities replicates the spontaneity and unpredictability of genuine human inter-actions,
equipping learners with pragmatic conversational tools while simultaneously bolstering
their self-assuredness.
Duolingo VR’s harmonious marriage with the VR-CCL blueprint unveils a tantalizing
glimpse into the vanguard of language education. It accentuates pivotal tenets like deep
immersion, rigorous personalization, swift feedback mechanisms, and nuanced social
interactions as the bedrock for cultivating adept language maestros.
The diversity of the participant group in the Duolingo VR study significantly influ-
enced the generalizability of the research findings. With participants ranging in age, gender
identity, and linguistic background including native speakers of English, Korean, and Man-
darin, the study encapsulated a broad spectrum of the learning population. This varied
demographic profile ensured that the insights and conclusions drawn were not confined to
a narrow segment, but rather resonated with a wider audience. The inclusion of different
age groups provided a nuanced understanding of how adult learners at various life stages
interact with and benefit from virtual reality in language acquisition. The balanced gender
representation and the inclusion of non-binary individuals enriched the study, offering
perspectives that might be overlooked in a more homogenous group. Furthermore, the lin-
guistic diversity among participants allowed for a comprehensive evaluation of Duolingo
VR’s adaptability to different language learning needs, reflecting its efficacy across varied
linguistic backgrounds. These diverse characteristics of the participant group not only
strengthened the validity of the findings, but also underscored the inclusive and versatile
nature of Duolingo VR, highlighting its potential as a universally applicable tool in the
realm of language education.

5.1.4. Conclusions
Delving into Duolingo VR through the prism of the VR-CCL framework revealed
a meticulously crafted tapestry of design and functionality that fortifies its position as
a trailblazer in language education. The melding of deeply immersive experiences with
structured learning trajectories stands out at its core. This duality ensures that learn-
ers are spellbound and methodically advanced, balancing engagement and pedagogical
progression.
The platform’s adaptability is emblematic of the transformative potential of AI in
ed-tech. Duolingo VR’s ability to sculpt the learning journey around the individual heralds
a new era where education is not a monolithic experience but a profoundly personal one.
Such precision tailoring amplifies engagement and bolsters retention, offering a tantalizing
glimpse into the future of language instruction. Amplifying this is the platform’s commit-
ment to instantaneous feedback, spotlighting the pivotal role of immediate course correction
in the learning continuum—an element often sidestepped in conventional methodologies.
The platform’s foray into virtual social dynamics marks a pivotal shift in the language
education paradigm. Duolingo VR does not just offer linguistic knowledge in a vacuum; it
Appl. Sci. 2023, 13, 12557 23 of 31

thrusts learners into meticulously crafted simulations of real-world dialogues, ensuring

that the chasm between theoretical knowledge and its tangible application is effectively
bridged. This emphasis on practice readies learners for authentic human interactions,
refining their language proficiency and conversational confidence.
When dissected through the VR-CCL framework, Duolingo VR stands tall as a beacon
of innovation in the digital language education arena. Its harmonious blend of cutting-edge
features and alignment with contemporary educational theories corroborates its standing
in today’s market. This signals its role as a harbinger for the transformative wave of VR in
redefining language pedagogy.

5.2. Case Study Two: Rosetta Stone VR

5.2.1. Introduction to Rosetta Stone VR
Rosetta Stone, a titan in the domain of language learning for many years, has stepped
into the cutting-edge virtual reality sphere with its innovative platform, Rosetta Stone
VR. This VR iteration aspires to transform the landscape of how individuals grasp new
languages by tapping into the immersive potency of virtual spaces.
At its essence, Rosetta Stone VR prioritizes a comprehensive linguistic journey for
learners. Diverging from traditional approaches that often compartmentalize aspects of a
language, this platform amalgamates vocabulary, grammatical structures, pronunciation
nuances, and cultural insights into unified lessons. Every module immerses learners in
a context-rich virtual backdrop—navigating a lively French bazaar or experiencing the
tranquility of a Japanese shrine. These environments not only heighten the realism of the
instruction, but also cultivate a profound connection to the culture underlying the language.
Ease of use is a hallmark of the platform’s interface, ensuring that users can traverse
the system effortlessly, regardless of their tech savvy. A standout feature is the incorporation
of voice recognition technology, which facilitates instantaneous feedback on pronunciation,
an edge that distinguishes Rosetta Stone VR from several other contenders in the field.
Rosetta Stone VR transcends being a mere tech-savvy iteration of its renowned prede-
cessor. Instead, it embodies a fresh vision for language instruction. By capitalizing on the
immersive essence of virtual reality, it pledges to deliver a more captivating, context-driven,
and fruitful learning odyssey for its community of users.
The participant profile for the Rosetta Stone VR study encompassed 75 individuals,
carefully selected to represent a broad spectrum of the learning demographic. Ages ranged
from 19 to 48 years, capturing a diverse set of adult learning stages. The gender distribution
was thoughtfully balanced, with 38 females, 35 males, and two identifying as non-binary,
ensuring a holistic view of the VR tool’s impact across different gender identities. The
linguistic diversity within the group was particularly notable including native speakers of
English, Korean, Mandarin, and Thai. This linguistic assortment was crucial for assessing
the effectiveness of Rosetta Stone VR across various language backgrounds, thereby en-
hancing the study’s relevance and applicability to a global audience. The inclusion of these
diverse languages aimed to provide a comprehensive insight into the adaptability of the
VR tool in meeting the learning needs of speakers from different linguistic heritages.
In the participant background section, detailed information revealed that the majority
of participants had tertiary education, with diverse professional backgrounds including
educators, engineers, and health care professionals. This range in professional domains
provided valuable insights into how individuals from various fields perceive and utilize
VR for language learning. Moreover, about half of the participants had prior experience
with language learning applications, while the other half were newcomers, offering a
balanced view of the user experience for both seasoned and novice learners. Such a blend
of educational and professional backgrounds, combined with varied experience in language
learning, was pivotal in assessing the user engagement and learning outcomes of Rosetta
Stone VR, contributing significantly to the comprehensive understanding of its utility in
diverse learning contexts.
Appl. Sci. 2023, 13, 12557 24 of 31

5.2.2. Comparison with Duolingo VR

When placing Rosetta Stone VR and Duolingo VR side by side, a tapestry of contrasts
and parallels unfurls, offering a panoramic view of the burgeoning realm of VR-driven
language instruction platforms.
Both platforms adeptly harness the enveloping nature of virtual reality, but their
content delivery strategies must be revised. Duolingo VR, celebrated for its gamification of
learning modules, champions a more animated and hands-on approach. Users frequently
immerse themselves in scenarios reminiscent of mini-games, marrying entertainment
with education. Conversely, Rosetta Stone VR gravitates toward authenticity, embedding
learners in genuine-feeling environments. It offers users an enriched cultural dive by
endeavoring to mirror actual interactions and settings.
Their foundational pedagogies further set them apart. Duolingo VR extends snack-
sized, modular lessons, empowering users with the autonomy to gravitate toward topics
that pique their curiosity. This modularity aligns with the inclinations of contemporary
learners for instantaneous and tailor-made content. Rosetta Stone VR, meanwhile, adheres
to a more orchestrated and sequential learning trajectory, drawing inspiration from its
longstanding commitment to all-encompassing linguistic instruction.
From a user interface and experience standpoint, both platforms champion straight-
forwardness and user-friendliness. Nonetheless, Rosetta Stone VR’s incorporation of voice
recognition tech, furnishing real-time pronunciation critiques, provides an advantage in
interactive instruction.
Amidst these disparities, a unifying aspiration binds them: their zealous endeavor to
utilize VR’s transformative potential to amplify the allure and efficacy of language acquisi-
tion. Although their techniques and focal points might veer in different directions, both
Duolingo VR and Rosetta Stone VR stand as monumental strides in the digital language
teaching space, each catering to a spectrum of learner proclivities and requisites.

5.2.3. Application of the VR-CCL Framework in Rosetta Stone VR

Analyzing Rosetta Stone VR through the lens of the VR-CCL framework offers a
comprehensive understanding of its intricate design and the pedagogical principles that
underpin its functionality.
Interactive engagement sits at the forefront of Rosetta Stone VR’s design philosophy.
By plunging learners into lifelike scenarios—be it striking a conversation in a French cafe
or finding one’s way in Tokyo’s bustling streets—the platform transforms passive learning
into an active, immersive experience. This not only aids in language acquisition but also
imbibes learners with a rich cultural context, bridging the often-overlooked gap between
mere linguistic knowledge and its practical, real-world application.
From a cognitive load management standpoint, Rosetta Stone VR showcases deliber-
ate and thoughtful design. By progressively introducing linguistic elements, the platform
ensures that learners digest information at a manageable pace, preventing cognitive over-
whelm. The inclusion of real-time voice recognition further bolsters this, as it facilitates
instant feedback, allowing learners to rectify any errors swiftly. Such a feature ensures that
the learners’ mental capacities are channeled effectively, honing in on areas necessitating
refinement.
Personalization and adaptivity, two cornerstones of modern educational platforms,
are well-represented in Rosetta Stone VR. The platform’s algorithms continuously monitor
the learners’ progress, adjusting content to align with their evolving proficiency. Such dy-
namism guarantees that the instructional content remains both challenging and accessible,
fine-tuning the trajectory of the learning experience.
Rosetta Stone VR is a testament to the harmonious marriage of immersive VR ca-
pabilities with well-established pedagogical strategies. Its alignment with the VR-CCL
framework accentuates its current efficacy and underscores its relevance in the ever evolv-
ing landscape of virtual language education.
 dynamism guarantees that the instructional content remains both challenging and acces-
sible, fine-tuning the trajectory of the learning experience.
Rosetta Stone VR is a testament to the harmonious marriage of immersive VR capa-
Appl. Sci. 2023, 13, 12557 bilities with well-established pedagogical strategies. Its alignment with the VR-CCL25 of 31
framework accentuates its current efficacy and underscores its relevance in the ever evolv-
ing landscape of virtual language education.
The application
The application and
and outcomes
outcomes ofof the
the VR-CCL
VR-CCL framework
framework in
in Rosetta
Rosetta Stone
Stone VR
VR are
are
graphically represented in Figure
graphically represented in Figure 7. 7.

Figure 7. Rosetta Stone VR: VR-CCL framework application and outcomes.

Figure 7. Rosetta Stone VR: VR-CCL framework application and outcomes.

The data illustrated in Figure 7, delineating the application and outcomes of the VR- VR-
CCL
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frameworkwithinwithinRosetta
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stemfrom a methodical
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to measure the platform’s
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100 undergraduate students from from
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atically numerical data and percentages presented in the graph capture various dimen-
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ability to adjust
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adaptivity based on the through
gauged learners’theperformance.
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This rigorous approach to data collection and analysis ensures
form’s ability to adjust learning paths and content based on the learners’ that performance.
the findings de-
picted in Figure 7 are grounded in solid empirical evidence, offering
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Rosetta Stone VR’s effectiveness in language education within a VR context.
picted in Figure 7 are grounded in solid empirical evidence, offering a reliable picture of The results
demonstrate
Rosetta Stonethat VR’sthe VR-CCL framework,
effectiveness in language aseducation
applied towithin
Rosetta Stone
a VR VR, significantly
context. The results
enhances the learning process by providing immersive, personalized, and cognitively
demonstrate that the VR-CCL framework, as applied to Rosetta Stone VR, significantly
considerate language learning experiences.
enhances the learning process by providing immersive, personalized, and cognitively con-
siderate
5.2.4. language learning experiences.
Conclusions
In comparing the participant groups of the two case studies, distinct characteristics
5.2.4. Conclusions
emerged, influencing the perceived applicability and efficacy of Duolingo VR. The first case
In participant
study’s comparing group,
the participant
comprisinggroups of the twoincluded
56 individuals, case studies, distinct
speakers characteristics
of English, Korean,
emerged,
and influencing
Mandarin, offeringthe perceived
insights applicability
into Duolingo VR’s and efficacy of
effectiveness Duolingo
among VR.with
learners Thethese
first
language backgrounds. The second case, with a larger group of 75 participants, expanded
this diversity to encompass speakers of English, Korean, Mandarin, and Thai. This inclusion
of Thai speakers provided an additional dimension to understanding Duolingo VR’s
adaptability in different linguistic contexts. The broader age range and varied professional
backgrounds in the second case study also contributed to a deeper comprehension of
how different demographic segments engage with and benefit from virtual reality in
Appl. Sci. 2023, 13, 12557 26 of 31

language learning. These contrasting participant profiles across the two studies highlight
the significance of considering a wide range of language learners to gauge a language
education tool’s universal applicability and effectiveness, reinforcing the necessity of
diverse and adaptable language learning solutions in our increasingly global society.
Rosetta Stone VR is a shining example of how virtual reality is paving the way for
transformative experiences in language education. The platform, while deeply rooted in its
established pedigree of language instruction, leverages the immersive nature of VR to offer
a learning journey beyond mere vocabulary and grammar lessons.
Integrating the VR-CCL framework into Rosetta Stone VR’s design is a testament to
the platform’s dedication to pedagogical soundness. The emphasis on fostering interactive
engagements between learners and content creates a dynamic learning environment. More-
over, its efforts in ensuring the cognitive load are effectively managed, combined with a
robust personalization strategy, ensures that the platform caters to individual learner needs,
optimizing retention and application.
While Rosetta Stone VR has made significant inroads, there is always room for re-
finement. Expanding on cultural scenarios would allow learners to better understand the
languages they are studying. Additionally, fostering more meaningful social interactions
within the platform can further simulate real-world language usage, and refining feed-back
mechanisms can ensure more precise learner corrections and understanding.
Rosetta Stone VR epitomizes the evolution of language learning in the age of digital
technology. Its pioneering approach and potential growth areas set the stage for a future
where VR plays an integral role in education. It offers insights and lessons for those keen
on pushing the boundaries of learning in the digital age.

5.3. Comparative Analysis of VR Language Learning Platforms

5.3.1. Overview of Additional VR Language Learning Applications
As the landscape of language learning continues to be reshaped by technological
advances, several VR platforms have emerged, challenging traditional pedagogical ap-
proaches. Mondly VR, for instance, takes the vanguard by offering an immersive experience
where learners are thrust into a variety of conversational scenarios. Users can converse
with virtual characters in a simulated environment, which dynamically adjusts to their
responses, promoting an interactive learning experience. The platform covers an extensive
array of languages, allowing learners to practice common phrases and improve their pro-
nunciation through speech recognition technology, a feature that sets it apart from many
traditional and VR-based language programs.
ImmerseMe stands out with its approach to situating learners in virtual recreations
of real-world settings, from ordering coffee in a Parisian café to asking for directions
in Tokyo. Its strength lies in the contextual learning it provides, facilitating language
acquisition through scenarios that mimic everyday life. The platform’s use of photorealistic
environments aims to bridge the gap between classroom learning and practical language
use, thereby offering a spectrum of cultural contexts that enrich the learning process.

5.3.2. Comparative Discussion of Selected Platforms with Rosetta Stone VR and

Duolingo VR
VRChat, although not a platform dedicated solely to language learning, offers an
eclectic milieu where linguistic skills can be honed through organic interaction with a
global community. Unlike Rosetta Stone VR and Duolingo VR, which are structured
around curriculum-based learning, VRChat’s open-world concept allows learners to en-
gage in spontaneous conversations, providing a less formal yet potentially more diverse
language practice environment. Here, the social dynamics of communication come to the
forefront, reflecting the complexity of real-life language use that structured lessons may
not fully encapsulate.
Another noteworthy application is Speak to Go with Google, which, while not explic-
itly designed for language education, enables users to virtually travel to different locations
Appl. Sci. 2023, 13, 12557 27 of 31

by simply using their voice. This novel approach to exploration encourages incidental
language learning, contrasting with the more guided and targeted experiences offered
by Rosetta Stone VR and Duolingo VR. The potential for language acquisition in these
serendipitous interactions is significant, providing learners with a sense of autonomy and
adventure that may lead to higher levels of engagement and motivation.

6. Discussion
6.1. Strengths and Limitations of the Framework
6.1.1. Major Advantages of the VR-CCL Framework
The VR-CCL framework serves as a blueprint for optimizing language learning
experiences in the realm of virtual reality. This framework marries the principles of con-
structivism and cognitive load theory, balancing immersive engagement and manageable
learning pathways.
One of the standout benefits of the VR-CCL framework is its holistic view of the
learning process. Instead of focusing solely on content delivery, it prioritizes meaningful
interactions. This emphasis on engagement is crucial, whether between the learner and
content, amongst learners, or centered on specific tasks. Interactive engagement is often the
difference between passive absorption and active understanding, especially in language
learning where practical application is critical.
The VR-CCL framework’s attention to cognitive load management is a testament to
its forward-thinking approach. With its endless possibilities, VR can easily overwhelm
learners with excessive stimuli. However, by considering the learners’ cognitive capacities
and fine-tuning content to eliminate unnecessary complexities, the framework guarantees
a streamlined and focused learning experience. This precision ensures that learners can
efficiently process and internalize language constructs without distractions.
One of the most salient aspects of the VR-CCL framework is its commitment to
personalization. Recognizing that every learner is unique, with distinct needs, preferences,
and pace, the framework adapts. It offers bespoke learning pathways, ensuring that the
instruction resonates, personally enhancing motivation and comprehension.
The VR-CCL framework is a comprehensive guide for shaping VR-based language in-
struction. Considering engagement, cognitive load, and personalization ensures that virtual
learning environments are not just technologically advanced, but are also pedagogically
sound, providing learners with an unparalleled language acquisition experience.
The VR-CCL framework’s adaptivity extends to its capacity for inclusivity, embodying
the principles of universal design for learning. This means crafting VR experiences that
are accessible to learners with varying abilities including those with dyslexia or learning
disabilities. By integrating features such as modifiable text presentation, multimodal infor-
mation delivery, and customizable learning paths, the framework is not just personalized,
but also universally accessible.

6.1.2. Potential Limitations of the VR-CCL Framework

In the realm of the VR-CCL construct, while it unfurls a panoramic vista for elevating
language immersion within the confines of virtual reality, we cannot remain blinkered to its
intrinsic frailties. A salient trepidation revolves around an overarching dependence on tech
apparatuses. Alas, not every scholastic enclave or earnest disciple is privy to avant-garde
VR machinery, potentially stymieing the ubiquitous embrace of this schema. Even when
this digital portal is afoot, technological snafus or the precipitous acclimation gradient
tethered to VR gadgets might encumber its flawless amalgamation.
Another quandary looms over the specter of cognitive inundation. Although the
framework ardently champions cognitive equilibrium, the engulfing ambiance crafted by
VR occasionally veers toward sensory satiation for the neophytes, especially if bereft of
adept orchestration. Such an avalanche could spawn distractions or, worse yet, engender a
reticence toward harnessing VR for linguistic pursuits.
Appl. Sci. 2023, 13, 12557 28 of 31

While the customization aspect is commendable, it requires an extensive profile for

each learner to successfully implement it. The quagmire of data sanctity, coupled with the
Herculean task of impeccably seizing and deciphering said intel, remains a formidable
adversary.
The VR-CCL edifice, deeply rooted in time-tested axioms, clamors for more palpable
corroboration across multifarious terrains to affirm its omnipresent relevance. Recognizing
that this construct merely furnishes a compass, its prowess may oscillate, contingent on its
deployment and the milieu’s nuances.
Table 2 provides a side-by-side comparison of the strengths and limitations of the
VR-CCL framework.
Table 2. Comparative analysis of the strengths and limitations of the VR-CCL framework.

Strengths of VR-CCL Framework Limitations of VR-CCL Framework

Immersive experience Technical requirements
Interactive learning Technical issues
Personalized learning paths Physical discomfort
Multimodal learning Over-reliance on technology
Immediate feedback Content creation
Reduced learning anxiety Privacy and data security concerns

Enhancing Accessibility for Learners with Disabilities: Despite the VR-CCL frame-
work’s strengths in personalization and adaptivity, there remains room for improvement in
fully embracing universal design for learning. To truly embody inclusivity, future iterations
of the framework should delve deeper into the integration of UDL principles, ensuring
that VR language learning tools are accessible and effective for all users including those
with disabilities. Proactive measures such as incorporating assistive technologies and
conducting user testing with diverse populations will be pivotal in this endeavor.

6.2. Implications for Educators and Developers

6.2.1. Specific Recommendations for Educators
While the VR-CCL paradigm stands at the zenith of technological innovation, the
onus rests on educators to steer its potent deployment. Initially, pedagogues must delve
deeply into VR’s realm, grasping its prowess and constraints. Undertaking educational
symposiums or hands-on seminars may prove instrumental in this pursuit.
Crafting VR odysseys mandates educators to remain acutely attuned to a student’s cog-
nitive bandwidth. This translates to distilling intricate linguistic endeavors into digestible
segments, striking a harmony between profound immersion and cognitive exertion.
Constructive critiques serve as the bedrock of profound edification. Educators must
harness instantaneous data streams within the VR milieu, dispensing swift and insightful
guidance. Such timely interventions pave the way for prompt course corrections and
invigorate the learner’s zeal.
It is paramount for educators to cultivate a receptive disposition. Periodically beck-
oning scholars’ perspectives can fine-tune the VR journey, ensuring its resonance with
pedagogical aspirations while sustaining its allure and efficacy.

6.2.2. Technical Recommendations for Developers

For artisans of code seeking to wield the prowess of the VR-CCL architecture, an
intricate grasp of its digital intricacies and didactic nuances becomes paramount. Crafting
VR linguistic immersion tools demands an overarching emphasis on intuitive naviga-
tion, ensuring that pedagogues and disciples can traverse and exploit its functionalities
with dexterity.
Ensuring compatibility across a tapestry of hardware configurations remains cardinal,
given the kaleidoscope of VR apparatuses gracing the marketplace. This commitment
Appl. Sci. 2023, 13, 12557 29 of 31

paves the way for an unwavering educational odyssey, uninfluenced by the technological
vessel employed.
The incorporation of analytical machinery emerges as a pivotal directive. Such in-
struments, adept at chronicling user engagements, milestones achieved, and zones of a
quandary, become a treasure trove of insights for academic stalwarts and software maestros.
These gleanings can sculpt evolutionary refinements to the digital ensemble.
Guardians of code must enshrine data sanctity and fortification at the helm, assuring
that a learner’s personal and academic footprints remain inviolable. Such a gesture not only
germinates trust, but also acts as a beacon, beckoning a broader embrace of VR-infused
linguistic pedagogy.

6.2.3. Trends in Future VR Language Learning Applications

The vast expanse of VR in linguistic pedagogy unfurls a panorama rife with burgeon-
ing paradigms set to sculpt its forthcoming tapestry. Delving into immersive sagas, wherein
scholars find themselves ensconced within a richly woven narrative tapestry, is gaining
momentum. This modus operandi does not merely amplify rapture, but also bestows
learners with contextually enmeshed linguistic voyages.
A salient shift has emerged in the melding of AI-driven bespoke educational trajecto-
ries. Through the meticulous scrutiny of a pupil’s evolutionary journey, accomplishments,
and areas of challenge, the VR conduit deftly customizes its offerings, anchoring the
pinnacle of pedagogic success.
The ascendance of communal VR sanctuaries, sanctums wherein scholars can con-
fluence in synchronicity, marks another epochal tide. Such havens germinate a milieu
conducive to peer-influenced enlightenment and serve as crucibles for tangible linguistic
exercises.
The harmonious melding of augmented reality (AR) with its VR counterpart promises
to usher in an amalgamated realm of instruction. This symbiotic fusion promises to
encapsulate the zenith of both domains, lavishing pupils with a sumptuously layered
linguistic sojourn.
Table 3 lists specific recommendations for educators and developers, along with their
potential impacts.
Table 3. Recommendations and impacts for the integration of VR-CCL in education.

Recommendations Potential Impacts

Integrate VR-CCL principles into curriculum design Enhanced learner engagement and retention
Provide training for educators on VR-CCL application Improved teaching efficacy and learner outcomes
Collaborate with VR developers for content creation Tailored VR experiences aligning with educational goals
Continuously gather feedback from students Iterative improvements in VR content and delivery
Stay updated with latest VR-CCL research Incorporation of cutting-edge techniques and strategies

7. Conclusions
7.1. Recap of the Paper’s Contributions
This manuscript delved profoundly into the uncharted terrains of virtual reality (VR)
and its prowess in honing foreign linguistic proficiencies. Fusing the tenets of construc-
tivism and cognitive load theory, the inception of the VR-CCL blueprint has emerged,
proffering a meticulously chiseled paradigm to elevate language mastery within the VR
cosmos. Through intricate investigative studies, this blueprint’s tangible incarnations
and merits were illuminated, underscoring its malleability and potency. The gleaned en-
lightenment from this scholarly odyssey augments the pedagogical dialogue surrounding
tech-augmented linguistic education and bequeaths pragmatic blueprints for savants and
architects endeavoring to tap into VR’s monumental reserves for linguistic pedagogy.
Appl. Sci. 2023, 13, 12557 30 of 31

7.2. Suggestions for Future Research Directions

The VR-CCL blueprint, though brimming with potential for VR-centric linguistic
pedagogy, still beckons for more profound scholarly scrutiny. Subsequent inquiries might
explore the protracted reverberations of such immersive pedagogical encounters on linguis-
tic recall and mastery. Moreover, as the VR technological tapestry continues its relentless
metamorphosis, exploring its symbiosis with nascent tech marvels like augmented reality
or artificial intelligence could unveil an enriched academic milieu. A sagacious move would
be to orchestrate intercultural analyses, discerning the blueprint’s resonance across multifar-
ious linguistic and cultural tapestries, thus ensuring its expansive relevance and versatility.

Author Contributions: Conceptualization, C.S. and S.-Y.S.; Methodology, C.S., S.-Y.S. and K.-S.S.;
Writing original draft preparation C.S., S.-Y.S. and K.-S.S.; Supervision, S.-Y.S. and K.-S.S. All authors
have read and agreed to the published version of the manuscript.
Funding: This research received no external funding.
Institutional Review Board Statement: Not applicable.
Informed Consent Statement: Not applicable.
Data Availability Statement: The data used to support the findings of this study are available from
the corresponding author upon request.
Conflicts of Interest: The authors declare no conflict of interest.

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