Virtual Reality in Additional Language Learning

evaluation of educational applications for HMD devices

Abstract

This article evaluates the pedagogical potential of Virtual Reality (VR) applications for Additional Language (AL) teaching using Head-Mounted Display (HMD) devices. The study aims to critically analyze three commercial applications – Mondly VR, Curso de Inglés VR, and Busuu VR – based on technical and pedagogical criteria derived from specialized literature in Applied Linguistics and Educational Technology. A detailed evaluation checklist was employed, designed and refined according to criteria such as immersiveness, interactivity, gamification, and principles of Digital Game-Based Learning (DGBL), as discussed by authors such as Kessler (2018) and Alves (2014). The analysis of data collected through the checklist included descriptive statistics and multiway ANOVA inferential analysis of the final scores to verify internal consistency and the interaction among different variables assessed by the instrument, in order to better compare the applications. The qualitative-interpretivist research approach incorporates, in its evaluative framework, credibility, transferability, dependability, and confirmability, elements that validate coherence in substitution for internal validity (Lincoln & Guba, 1985). Interpretivist research does not aim to test hypotheses but rather to understand the phenomenon under analysis – in this case, language teaching and learning – with a focus on meaningful interpretations. Conducted in Brazil and focusing on applications available to the Brazilian audience, this study seeks to contribute to the understanding of the potential of Virtual Reality (VR) in specific contexts of language learning. The results indicate significant potential for VR to promote language practice in simulated contexts, particularly in the development of speaking skills through voice recognition with feedback. Variations were observed in the quality of immersion and interactivity among the applications, with Mondly VR and Busuu VR standing out in specific aspects. However, important and common challenges were identified, such as the limited personalization of content to learners’ individual needs and the still restricted application of effective gamification principles to sustain long-term engagement, with Curso de Inglés VR showing the greatest weaknesses in these areas. It is concluded that, although promising, VR applications for AL require further improvements, particularly in pedagogical design and in the depth of interactive and playful features, to fully achieve their transformative potential.