Cognitive and Motivational VR Processes for Hearing-Impaired Language Learners

This study aimed to examine the effects of a virtual reality (VR) innovation training program on response time and accuracy of verbal ability among students with hearing impairments, using a pretest-posttest control group design. Fifty participants were randomly divided equally into an experimental and a control group. The experimental group received eight sessions of VR training, each lasting 30-45 minutes over four consecutive weeks. The training consisted of various immersive scenarios where students engaged in interactive language-related tasks with immediate feedback. The experimental group showed significant improvements between pretest and posttest in accuracy (t = 2.51, p 0.05, d = 0.50) and response time (t = -2.38, p 0.05, d = 0.49). Post-test comparisons between groups revealed that the experimental group achieved significantly higher accuracy scores than the control group, F(1, 45) = 5.92, p = .02, η2 = .12, after controlling for grade level as a covariate.