The effectiveness of virtual reality for K-12 foreign language learning: a systematic review of recent randomized controlled trials

Background: Despite the increasing adoption of immersive Virtual Reality (VR) in K-12 educational settings, there is a notable absence of systematic, high-quality experimental research evaluating its efficacy in facilitating foreign language acquisition. Methods: Following a systematic search of five databases that yielded 1,054 records, six randomized controlled trials (RCTs) met the inclusion criteria. Because of considerable heterogeneity, a narrative synthesis was conducted following the Synthesis Without Meta-analysis (SWiM) guideline, with findings structured into a primary contrast (VR vs. non-VR) and a secondary analysis (VR vs. VR designs). Results: The primary contrast analysis indicated that VR interventions generally had a positive effect compared to non-VR controls, particularly for vocabulary and listening. A notable finding was a consistent positive effect for VR in promoting long-term knowledge retention. The risk of bias evaluation indicated that each of the included studies was classified as presenting "some concerns". Conclusion: Across a small and heterogeneous set of recent RCTs, immersive VR shows promising effects, especially for long-term retention. However, the evidence for immediate learning gains is inconclusive. A more critical finding is the profound heterogeneity and methodological concerns within the evidence base, which preclude any single, overarching conclusion about VR's effectiveness.