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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Yulan Huang
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DOI:10.17265/2159-5836/2025.07.003
International Language and Culture center, Yuan Ze University, Taiwan
According to a BBC report, 2016 marked the year when virtual reality (VR) transitioned from concept to reality[1]. VR has emerged in various fields and is highly effective in many ways. The implementation of VR technology in teaching and learning has gradually become popular. Through the 3D realistic learning environment, learners are immersed in the virtual environment. Language education needs to create an immersive English learning environment and atmosphere. Therefore, in order to understand the substantial benefits of integrating VR into English language acquisition, this research will adopt the VR teaching materials to Freshman English Courses. For students who will participate in the use of VR technology to learn English, the pre-test, post-test, and surveys will be analyzed. Through the analysis of questionnaire data, explore whether the VR model is effective in enhancing learning interest and motivation, and evaluate the effectiveness of enhancing language ability learning. This research is based on the Technology Acceptance Model, using Pivot Report and SPSS software to analyze the results of the tests. Pearson correlation coefficient analysis will be also adopted to explore the three aspects of the usage of VR: (a) Does VR really work for enhancing learning motivation and interest?; (b) To explore the feasibility of VR in the educational field analyzed by the Technology Acceptance Model (TAM, Technology Acceptance Model); and (c) Learning effectiveness of the participants. The results of this research will provide references for language teachers who would like to implement innovative teaching, enrich teaching materials, and enhance learning effectiveness.
Virtual Reality (VR), Technology Acceptance Model (TAM), immersive learning, learning motivation
Journal of Literature and Art Studies, July 2025, Vol. 15, No. 7, 540-552
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