Effects of extended reality on language learning: A meta-analysis

In recent years, there has been increasing use of extended reality (XR) in language learning. Many scholars have conducted empirical research on the relationship between the two, but conclusions have been inconsistent, which calls for an organization and reanalysis of relevant literature. Articles p...

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Bibliographic Details
Published inFrontiers in psychology Vol. 13; p. 1016519
Main Authors Chen, Jingying, Dai, Jian, Zhu, Keke, Xu, Liujie
Format Journal Article
LanguageEnglish
Published Frontiers Media S.A 20.09.2022
Subjects
augmented reality
extended reality
language learning
meta-analysis
Psychology
virtual reality
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Summary:In recent years, there has been increasing use of extended reality (XR) in language learning. Many scholars have conducted empirical research on the relationship between the two, but conclusions have been inconsistent, which calls for an organization and reanalysis of relevant literature. Articles published between 2000 and 2022 on the impact of XR on language learning were retrieved from the Web of Science and Scopus databases, and 17 of them (including 21 independent samples and 993 subjects) were included in this meta-analysis. The findings indicate that XR could promote language learning (effect size = 0.825). The moderating effects of education level, target language, and technology type were also tested, and the results indicate that the target language type significantly moderated the effect of XR technology on language learning ( Q  = 30.563, p  < 0.001). Moreover, based on the subgroup analysis, several research questions worthy of further exploration in this field are discussed. Some suggestions are provided, noting that these technologies should be personally designed for learners and learning objects when applied in order to improve the effects of language learning.
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This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Edited by: Heng Luo, Central China Normal University, China
Reviewed by: Zhang Jiakai, Central China Normal University, China; Qinna Feng, Central China Normal University, China; Xu Han, Central China Normal University, China
These authors have contributed equally to this work
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2022.1016519