Title: Foci, methods, and implications of augmented reality-and virtual reality-supported language learning: a content and bibliometric mapping analysis

Authors: Kuan-Fu Chen; Gwo-Jen Hwang; Chiu-Lin Lai; Yi-Ning Hou; Yi-Hsuan Chen; Ching-Cheng Hsu

Addresses: Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, #43, Sec. 4, Keelung Rd., Taipei, 106, Taiwan, ROC ' Graduate Institute of Educational Information and Measurement, National Taichung University of Education, No. 140, Minsheng Rd., West Dist., Taichung City 40306, Taiwan, ROC; Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, No. 43, Keelung Rd., Sec.4, Da'an Dist., Taipei City 106335, Taiwan, ROC; College of Management, Yuan Ze University, No. 135, Yuandong Rd., Zhongli Dist., Taoyuan City 320315, Taiwan, ROC ' Department of Education, National Taipei University of Education, #134, Sec. 2, Heping E. Rd., Taipei 106, Taiwan, ROC ' Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, #43, Sec. 4, Keelung Rd., Taipei, 106, Taiwan, ROC ' Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, #43, Sec. 4, Keelung Rd., Taipei, 106, Taiwan, ROC ' Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, #43, Sec. 4, Keelung Rd., Taipei, 106, Taiwan, ROC

Abstract: The present study analysed the studies on VR- and AR-supported language learning (VAR-LL). The bibliometric analysis and content analysis were conducted on the 106 articles on VAR-LL published in SSCI journals. The content coding results show two main dimensions in VAR-LL: virtual environment development, and VR and AR application. Although the objectives of the two dimensions are similar (i.e., interaction with objects, moving around, and interaction with other users), their educational objectives are different. Studies related to virtual environment development pay more attention to the increase in language skills through virtual interaction, while those related to VR and AR application place more emphasis on the acquisition of language knowledge through the system and learning activity design. This study also recommends integrating some specific strategies and tools to enhance students' immersion and social interactions, such as gamification or chatbots. In addition, developing interdisciplinary skills and improving higher-order thinking abilities are encouraged.

Keywords: virtual reality; augmented reality; trend analysis; systematic review; language education; bibliometric analysis; content analysis.

DOI: 10.1504/IJMLO.2026.152828

International Journal of Mobile Learning and Organisation, 2026 Vol.20 No.2, pp.123 - 156

Received: 30 Sep 2024
Accepted: 23 Mar 2025
Published online: 13 Apr 2026 *

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