Title: How does HMD VR aid in creating a flexible language learning environment? A preliminary study

Authors: Yoko Hirata; Yoshihiro Hirata

Addresses: Hokkai-Gakuen University, 1-40, 4, Asahi-machi, Toyohira-ku, Sapporo, Japan ' Faculty of Engineering, Hokkai-Gakuen University, S26-W9, Chuo-ku, Sapporo, Japan

Abstract: The implementation of virtual reality (VR) using head mounted displays (HMDs) in education has recently emerged to provide students with more flexible and creative ways of learning. However, little is known about how such newly adopted technology leads to better interactive language learning outcomes, in comparison to conventional in-person learning environments. Guided by self-determination theory, this intervention study aims to explore how Japanese university students assess their interactive language learning experiences in a HMD avatar-enhanced immersive VR environment, as opposed to those in a conventional in-person classroom. The findings suggest that the language learning environment provided by the HMD avatar-enhanced VR offers students more engaging and flexible educational experiences compared to the conventional in-person mode. Qualitative and quantitative data also indicated that such VR mode plays an important role as a ubiquitous tool to mitigate students' negative emotional reactions to language learning, therefore foster more inclusive and equitable learning environments.

Keywords: virtual reality; head mounted display; HMD; interactive language learning; inclusive learning environments; flexible education experiences: in-person classroom.

DOI: 10.1504/IJMLO.2025.147186

International Journal of Mobile Learning and Organisation, 2025 Vol.19 No.3, pp.262 - 278

Received: 29 Nov 2023
Accepted: 25 Mar 2024
Published online: 11 Jul 2025 *

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