The impact of Virtual Reality (VR) on language learning has been demonstrated in much research. However, a great deal of research focuses on the social effect or the subjective impact of the method rather than the quantitative result. A lot of previous research neglects to mention the relationship between the result observed and language learning theory. This research aimed to provide quantitative research on the impact of virtual reality on vocabulary acquisition by measuring VR flashcards in second language (L2) language learning. The research used a sample of 30 students, randomly divided into two groups: a control and an experimental group. The control group used traditional physical flashcards, while the experimental group used VR-assisted learning. Data collection involved pre-tests and post-tests to assess vocabulary knowledge, as well as recording reaction speed, number of guesses, and correct/incorrect answers. The research concludes that VR speeds up vocabulary acquisition while also increasing the student’s motivation and interest in the subject. This finding is subsequently examined through the lens of language acquisition theory for further discourse. Future research should involve larger samples and more complex vocabulary. The study further emphasizes the significance of integrating innovative technologies, such as VR, into language learning pedagogy to augment student engagement and retention. This research indicates that VR possesses the capacity to transform language acquisition by offering a more immersive and interactive experience for learners. It further underscores the necessity for educators to modify their pedagogical approaches to harness technology, thereby fostering more effective and engaging learning environments.
Daniel Jahja Surjawan (2025) studied this question.