The Impact of Virtual Reality on L2 Learning Performance: A Meta-Analysis
(2025) International Applied Linguistics Research Conference (AppLing) — Location: Louvain-la-Neuve (19.November.2025)
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- Abstract
- In recent years, virtual reality (VR) and game-based learning environments have gained increasing attention in second language (L2 ) acquisition research. These technologies provide immersive and interactive learning experiences, yet their effectiveness in enhancing L2 learning performance remains debated (Dhimolea, Kaplan-Rakowski & Lin, 2022). While systematic literature reviews have synthesized research on this topic (e.g., Haoming & Wei, 2024; Parmaxi, 2023; Dhimolea, Kaplan-Rakowski & Lin, 2022) no meta-analysis has yet been conducted so far. To address this gap, the present paper reports on a meta-analysis of interventional studies examining the impact of VR- and game-based learning environments on L2 learners’ performance. This meta-analysis, which follows PRISMA Methodology, includes peer-reviewed studies and conference proceedings published between 2015 and 2025, retrieved from Scopus and ERIC, ensuring a comprehensive and up-to-date synthesis of empirical research in the field. Beyond assessing overall effectiveness, this study investigates the cognitive, affective, and contextual factors that modulate the impact of Virtual Reality and Game-Based Learning on L2 Learning Performance . By synthesizing findings from multiple studies, it aims to provide a comprehensive overview of immersive learning technologies in L2 education. The results will contribute to a deeper understanding of how technological affordances interact with learner characteristics and pedagogical approaches, offering valuable insights for both research and educational practice.
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Devroede, N., & Suner Munoz, F. (2025). The Impact of Virtual Reality on L2 Learning Performance: A Meta-Analysis. International Applied Linguistics Research Conference (AppLing), Louvain-la-Neuve. https://hdl.handle.net/2078.5/271613