socio-emotional-variables
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- PaperReCALL17 Jul 2026
The effect of high-immersion virtual reality environments on L2 learners’ socio-emotional variables: A meta-analysis
Yulia Khoruzhaya, Kara Moranski, Alexandra Neuenschwander, Nicole Ziegler
A meta-analysis of 18 studies (n=996) found that high-immersion virtual reality (HiVR) significantly improved L2 learners' socio-emotional outcomes, including presence, self-efficacy, motivation, and engagement, while reducing anxiety, compared to low-immersion instruction. The overall effect size was g=0.50, with variability explained by learner proficiency and target language, but not by educational level or VR design features.
Original abstract
The effect of high-immersion virtual reality (HiVR) on second language (L2) learners’ socio-emotional responses has gained increasing attention in recent years, though findings remain mixed. This study meta-analyzed 18 primary studies (31 effect sizes, n = 996) published between 2019 and 2024 to examine (a) the overall effect of HiVR on L2 learners’ socio-emotional variables as compared with low-immersion (2D) language instruction and (b) the extent to which this effect varies as a function of three groups of moderators, including specific socio-emotional variables as well as learner- and treatment-related characteristics. Regarding educational level, the included studies evaluated secondary and postsecondary L2 learners. Using a random-effects model, the resulting aggregate effect size across studies was g = 0.50. Subsequent moderator analyses showed that HiVR significantly increased L2 learners’ sense of presence, self-efficacy, motivation, and engagement, while reducing anxiety as compared to less immersive experiences. Additionally, variability in the effect of HiVR was explained by learners’ proficiency level and target language. No significant moderating effect was identified for educational level, HiVR content, HiVR learning activities, and head-mounted display type. These findings underscore HiVR’s potential as a powerful tool for improving socio-emotional outcomes in L2 learning.