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Top1. Introduction
Virtual reality (VR) technology has been extensively used in the field of education, with favorable results in terms of multimodal communication (De Freitas, 2008) and knowledge instruction (Dickey, 2010; Bignell, 2011; Low, Khoo & Chua, 2011). However, as VR technology developed, its usage in different research varies. Research has shown that the impact of immersive virtual reality (IVR) technology on English as a Foreign Language (EFL) learners is significantly higher than desktop-based virtual reality (Cho, 2018). In addition, the use of Helmet-Mounted Display (HMD) in IVR technology enables the tracking of the user's gestures and body movement and stimulating a 360-degree scene, which is close to reality. This technological advancement provides more possibilities for designing and developing language learning scenarios. Through panoramic cameras or 3D scene development platforms, users can experience the actual scenarios depicted in VR.
Meanwhile, the influence of globalization on the economic development of developing nations like China has indirectly increased the relevance of English language skills in the professional sector (Mo & Huang, 2021). Some educational institutions in China are exploring the potential of VR technology in equipping learners with vital language skills, such as speaking (Xu, 2021) and listening (Wang, 2020). However, there is a paucity of studies on the use of VR to teach English vocabulary. Vocabulary has always been considered a critical element of English language learning. Pupils, who lack sufficient vocabulary, are unable to comprehend others or convey their own thoughts (Ahour & Dogolsara, 2015). Many empirical studies have shown the impact of vocabulary knowledge on the development of EFL learners' reading comprehension and pronunciation skills (Perfetti, 2010). Lee (2023) highlighted the significance of consistent exposure to L2 vocabulary for its retention, particularly highlighting the scarcity of opportunities for EFL learners to regularly apply acquired vocabulary. Consequently, investigating effective vocabulary learning approaches to counteract forgetting becomes pivotal for learners who are devoid of a native language environment. Moreover, recent research also emphasizes two pivotal factors influencing vocabulary retention: contextual information richness and word exposure frequency (Teng, 2019). The findings of another study demonstrated the role of spatial learning in encoding target vocabulary, thus bolstering retention (Costuchen, Vayá & Dimitrova, 2022). The findings from the study illustrated that the spatial factor affects the retention of vocabulary learnt. These collective findings underscore the potential benefits of constructing an enriched contextual space that enhances retention for learners and encourages meaningful engagement. Therefore, in light of the emergence of virtual reality technology, it enables instructors to tailor design spatial environments that provide immersive user experiences and support vocabulary retention.
This research attempts to explore the creation of a VR environment for English vocabulary acquisition based on IVR technologies, with the goal of determining its influence on vocabulary memory efficiency and retention among Chinese learners of English. Meanwhile, it is crucial to understand which VR-related aspects play a part in this process. Two research questions are presented to address this focus:
RQ1: What are the differences in vocabulary retention when using VR versus using conventional instruction?
RQ2: What are the spatial-related factors in virtual environment that affect learners’ vocabulary learning?