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/ January 2024
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DOI: https://doi.org/10.34069/AI/2024.73.01.15
How to Cite:
Bosa, V., Marieiev, D., Balalaieva, O., Krokhmal, A., & Solovei, A. (2024). Implementation of virtual reality in foreign language
teaching. Amazonia Investiga, 13(73), 187-199. https://doi.org/10.34069/AI/2024.73.01.15
Implementation of virtual reality in foreign language teaching
Впровадження віртуальної реальності у викладання іноземної мови
Received: December 27, 2023 Accepted: January 29, 2024
Written by:
Vita Bosa1
https://orcid.org/0000-0001-7509-7044
Dmytro Marieiev2
https://orcid.org/0000-0002-6282-8052
Olena Balalaieva3
https://orcid.org/0000-0002-2675-5554
Alla Krokhmal4
https://orcid.org/0000-0002-9490-489X
Anna Solovei5
https://orcid.org/0000-0003-2214-1560
Abstract
The article highlights the main features of the
virtual educational environment, the advantages
and formats of using virtual reality in learning a
foreign language. The purpose of the article is to
study the role and possibilities of virtual reality
as a necessary component in learning a foreign
language.
The methodological concept is aimed at shaping
the role and capabilities of virtual reality as a
necessary component in foreign language
learning.
The results of the study show the importance of
the main modules of the multimedia virtual
environment for learning cultures and languages
in institutions of higher education; the
technology of writing a pedagogical script for a
computerized course is proposed for the design
of distance courses for learning a foreign
language, the construction of a high-quality
virtual language environment, and the methods
of using virtual reality tools are presented.
1
Сandidate of Pedagogical Sciences, Docent of Chair of Romance Philology and Comparative-typological Linguistics, Borys
Grinchenko Kyiv Metropolitan University, Ukraine. WoS Researcher ID: JCF-2418-2023
2
Ph.D. in Philology, Associate Professor, the Head of the Educational and Methodological Department (Support of International and
Project Activities), Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Ukraine. WoS Researcher ID:
AAE-6230-2021
3
Candidate of Pedagogical Sciences, Associate Professor, Department of Journalism and Linguistic Communication, National
University of Life and Environmental Sciences of Ukraine, Ukraine. WoS Researcher ID: H-8629-2018
4
Ph.D. in Pedagogy, Associate Professor, Associate Professor of Foreign Languages Department, O.M. Beketov National University
of Urban Economy in Kharkiv, Ukraine. WoS Researcher ID: JWP-8211-2024
5
Lecturer, Pavlo Tychyna Uman State Pedagogical University, Ukraine. WoS Researcher ID: IUM-9877-2023
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The experimental work was devoted to the study
of the role and possibilities of virtual reality as a
necessary component in learning a foreign
language; the degree of change in the memory of
students of higher education, operational
characteristics of thinking, perception in the
process of using virtual reality educational
programs. The change of attention, which is
closely related to the functioning of cognitive
processes, was also studied.
Keywords: virtual reality, learning a foreign
language, virtual language environment, training
of specialists, cognitive processes.
Introduction
All over the world, in the educational process of
higher educational institutions, various
technologies are widely implemented, which
play a very important role in the educational
space, and provide interactive learning in
educational institutions, because full
involvement in the educational process
stimulates the student's brain activity and, with
the help of observing the most realistic picture,
increases success in the acquisition of knowledge
and motivation of students of higher education.
Such technologies include augmented reality and
virtual reality. The application of virtual reality
technologies in the field of education considered
a special information environment and simulated
by a computer, is a new innovative approach to
the presentation and learning of educational
material in which all objects are presented in
three dimensions (Khmil et al., 2023).
A distinctive feature of such an innovative
environment is experiencing the effect of the
presence of a person and changing images in
real-time. Virtual reality simulates exposure and
reactions to this exposure. Recently, virtual
reality technologies have evolved from being
dubious and promising to be widely implemented
and used. Today, virtual reality technologies in
education in general and foreign language
learning, in particular, are the development of
cognitive skills, an additional opportunity to use
innovations, and increasing interest in the
discipline (Trach, 2017).
The search for new approaches to the
organization of the educational process of a
higher school involves a rethinking of the very
content of education, that is, the introduction of
new educational constructs into vocational
training, the introduction into the educational
process of higher education institutions of
effective pedagogical technologies, methods and
forms of learning when learning a foreign
language (Dashko & Dubytska, 2019).
But, despite the importance of virtual reality
technology, and the need to spread this
technology as one of the experimental methods
of learning in the educational process, we note
that there are very few real studies of virtual
reality in pedagogy. This can be explained only
by the recent use of virtual reality in the
educational processes of institutions of higher
education and when learning a foreign language,
the high material costs of these studies, the
complexity of implementation in the educational
process, and not only in a specific country but in
the world as a whole.
Therefore, we are interested in the role and
possibilities of virtual reality as a necessary
component in learning a foreign language.
Advantages of virtual reality:
• Enhance learning opportunities (virtual
reality provides a unique and immersive
learning experience by immersing users in a
virtual environment. Such an immersive
approach improves memorization and
understanding of complex concepts during
memorization).
• Realistic training simulations (provides a
safe and controlled environment for
conducting various training simulations.
This allows to reduce the number of errors
and increase the efficiency of work in
professions with high requirements).
Bosa, V., Marieiev, D., Balalaieva, O., Krokhmal, A., Solovei, A. / Volume 13 - Issue 73: 187-199 / January, 2024
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Disadvantages of virtual reality:
• High cost (the equipment needed to work
with virtual reality is quite expensive, in
particular, we are talking about a headset,
powerful computers and additional
accessories).
• Health problems (long-term use of virtual
reality leads to various health problems,
such as motion sickness, eye strain,
dizziness. In addition, isolation in a virtual
reality environment can negatively affect
mental health and social interaction.
• Lack of social interaction (virtual reality
often involves individual interaction, which
limits the possibilities of social connections
in the real world).
The possibilities of virtual reality help in learning
foreign languages. After all, the most effective
method of learning a language is the method of
immersion in life situations and conversations. A
feature of such programs is changing images in
real time and experiencing the effect of presence.
You can communicate with virtual ones
characters in different places and situations.
Thus, not only communication skills are
improved, but language barriers are also
overcome. The process of learning foreign
languages is significantly accelerated.
The following main questions are considered in
the article: the features of the virtual educational
environment; the main advantages of using
virtual reality when learning a foreign language;
formats of using virtual reality in learning a
foreign language; the best virtual reality projects
for learning a foreign language; content and
construction of a virtual language environment
for learning a foreign language; the main
modules of the multimedia virtual environment
for the study of cultures and languages in
institutions of higher education; the technology
of writing a pedagogical script for a
computerized course for designing distance
courses for learning a foreign language and
building a high-quality virtual language
environment; virtual reality as a necessary
component in learning a foreign language; ways
of using virtual reality tools; the key criteria for
training specialists; show the experimental study
of the role and possibilities of virtual reality as a
necessary component in learning a foreign
language; the degree of change in the memory of
students of higher education, operational
characteristics of thinking, perception in the
process of using virtual reality educational
programs.
Literature Review
Various investigations have addressed the use of
virtual and augmented reality in education,
including its implementation in the educational
process of higher education institutions. Thus,
L. Taranhul & S. Romaniuk (2022) studied the
role and experience of using augmented reality
technologies in the educational process of higher
education institutions, revealed its limitations
and advantages (the HP Reveal platform)
associated with its use in the educational space,
which allows improving teaching methods and
visualizing educational information. A. Torianyk
(2019) also considered the disadvantages and
advantages of augmented and virtual reality
technologies in education. The scientist proved
that virtual programs cannot completely replace
traditional teaching in higher education
institutions. However, they can make learning
easier, especially when learning the most
difficult topics, including languages. Yu. Trach
(2017) also summarized the experience of
studying the possibilities of using virtual reality
technologies in the educational process. The
disadvantages and advantages of using these
technologies in education are given. N. Khmil,
T. Halytska-Didukh, & Q. Wang (2023) showed
the relevance, prospects, and expediency of using
virtual reality technologies, analyzed their
possibilities in the educational process, and also
showed the disadvantages and advantages of
using these technologies in education.
D. Yefimov (2021), the purpose and functions of
this technology are formulated by
Yu. Matviienko (2021). The scientist analyzed
applications implemented with AR technology,
which are expedient to use in the educational
process of a higher school. This is the problem,
the use of virtual and augmented reality in the
context of mixed learning was dealt with by
V. Kovalenko, M. Marienko, & A. Sukhikh
(2021), which are defined as separate
applications that can significantly increase the
effectiveness of such educational process.
Osadchyi et al., (2023). the necessity of using
augmented and virtual reality technologies to
improve the organization of group cooperation
and teamwork, the education process and
increase the motivation of education seekers has
been proven.
L. Dashko, & O. Dubytska (2019) revealed the
essence of virtual reality when learning a foreign
language, and analyzed the positive
consequences, types, and ways of using virtual
reality technology both in independent work and
in the classroom. The means and methods of
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virtual reality as an informational method of
assimilation and presentation of material are
shown, and high-tech didactic tools are given that
allow to increase the effectiveness of foreign
language learning. M. Skurativska, &
S. Popadiuk (2019) specified concepts: "virtual
language environment" and "virtual educational
environment"; modern tools for building a virtual
educational environment during foreign
language learning, software products in a higher
education institution are defined.
As a result of the analysis of the latest research
and publications, it was found that there are very
few real studies of virtual reality in pedagogy.
The researchers proved the relevance, prospects,
and expediency of using virtual reality
technologies, showed the advantages and
disadvantages of using these technologies in
education, analyzed their possibilities in the
educational process; analyzed the most common
applications based on virtual reality
technologies; showed the main stages of the
introduction of technologies into the educational
process of a higher school.
The presented research significantly enriches the
theory and practice of virtual education, but the
authors of these works reduce the application of
virtual education technologies to the use of
electronic textbooks and test shells, less often
multimedia materials, and in some cases –
computer virtual simulators and simulators. At
the same time, many issues related to the
widespread introduction of virtual reality
technologies in various spheres of life in modern
society, including in education, remain
unexplored. One of these issues is the need to
generalize the accumulated experience of
studying the possibilities of using virtual reality
technologies in the educational process of a
higher school in general and as a necessary
component in learning a foreign language, in
particular.
The implementation of virtual reality in foreign
language teaching is a new aspect in the
professional training of specialists. It should be
noted that the traditional approaches used for
training foreign language specialists in the
context of activities teachers are not always
appropriate. However, despite this, the
implementation of virtual reality in foreign
language teaching has not received enough
attention. In addition, the relevance of the
identified problem is enhanced by a number of
contradictions between:
− public order for the training of specialists
capable of innovative activities in the
educational process, and the insufficient
focus of higher education institutions on
solving this problem;
− the objective need to train specialists for the
implementation of virtual reality and its
insufficiently effective implementation in
practice in higher education institutions;
− the need to form the readiness of specialists
for the implementation of virtual reality and
the lack of development of content-
methodical support for such training.
Therefore, the objective need to solve the
specified problem, its insufficient theoretical and
practical development, the need to overcome the
specified contradictions determined the choice of
the topic of the article.
The aim of the study. To study the role and
possibilities of virtual reality as a necessary
component in learning a foreign language; the
degree of change in higher education students'
memory, operational characteristics of thinking,
and perception in the process of using virtual
reality educational programs; to investigate the
change of attention, which is closely related to
the functioning of cognitive processes.
Methodology
To achieve the defined goal of the research, a set
of research methods was applied:
Theoretical: abstraction (consists in the mental
selection of essential, most essential features,
relationships, sides of the object. With its help,
an ideal image of reality is formed); induction
and deduction (define such a mental
construction in which a conclusion about some
element of a set is made on the basis of
knowledge of the general properties of the entire
set); eneralization (displaying the main results
in a general position); with the help of the
interpretation method, the studied materials
were summarized and conclusions were
formulated. An analysis of the scientific and
pedagogical literature was carried out on the
following topics: 1) Virtual reality and learning
foreign languages. 2) Memory, thinking,
perception and attention in students of higher
educational institutions. 3) Research
methodologies in education.
Empirical methods. The following data
collection methods were used: 1) Visual short-
term memory test. 2) Questionnaire for
assessment of critical thinking. 3) Likert scale for
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measuring perception of virtual environment.
4) Tasks on sustained attention and divided
attention.
When determining the sample of subjects, the
general specificity of the subject of the study was
taken into account. The total sample size is 32
subjects. When forming the sample, the criteria
of meaningfulness, representativeness, and
equivalence were taken into account. The sample
was formed by random selection using the
technical procedure for calculating the selection
step.
The reliability and validity of the obtained
results, the objectivity of their assessment was
ensured by the methodological soundness of the
initial positions and the qualitative mechanism
for evaluating the quality under study, the use of
a complex of complementary research methods,
and the involvement of a group of respondents
from a higher educational institution in the
analysis of its results.
The leading idea of the research is based on
identifying the features of virtual reality as a
necessary component in learning a foreign
language; the degree of change in the memory of
students of higher education, operational
characteristics of thinking, perception in the
process of using educational programs of virtual
reality, which ensure effective, purposeful
formation of professional competence of future
specialists in the created innovative educational
environment.
Methodological concept of purposeful formation
of the role and possibilities of virtual reality as a
necessary component in learning a foreign
language; the degree of change in the memory of
students of higher education, operational
characteristics of thinking, perception in the
process of using virtual reality educational
programs takes into account the main innovative
approaches to the study of the given problem:
competence-based, systemic, personally
oriented, axiological, activity-based, reflective,
humanistic.
The experimental work was devoted to the study
of the role and possibilities of virtual reality as a
necessary component in learning a foreign
language; the degree of change in the memory of
students of higher education, operational
characteristics of thinking, and perception in the
process of using virtual reality educational
programs. The change of attention, which is
closely related to the functioning of cognitive
processes, was also studied.
The purpose of the experimental study. To
determine the degree of influence of virtual
reality training programs on short-term visual
memory.
Research methods and procedure.
To establish the degree of influence of virtual
reality educational programs on short-term visual
memory, we have built a system for evaluating
the levels of the degree of influence of virtual
reality educational programs on short-term visual
memory.
The experiment was carried out in three stages:
preparatory, main, and final.
At the preparatory stage, research tasks were
determined, a goal was set, an experiment plan
was developed, control and experimental groups
were selected, their homogeneity was checked,
and methods of measurement and processing of
results were identified.
The experiment was conducted at the main stage.
At the final stage, the results of the experiment
were confirmed, their reliability was analyzed,
conclusions were drawn about the study of the
role and possibilities of virtual reality as a
necessary component in learning a foreign
language, and the impact of virtual reality
educational programs on short-term visual
memory.
To assess the homogeneity of control and
experimental data, statistical processing was
carried out using MS Excel and SPSS (Statistical
Package for Social Science) programs.
We distinguished the levels of impact of virtual
reality educational programs on students' short-
term visual memory: low, medium, and high.
The conducted experimental study shows that
training programs in a virtual environment,
which contribute to the formation of students'
cognitive motivation, are an effective means of
forming thinking, perception, attention, memory,
and, in general, education of students of higher
education.
Results and discussion
Content of the terminological apparatus of
gamification.
The main features of the virtual educational
environment. In our time, quickly training
specialists in various specialties with the help of
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virtual reality means creating an ideal learning
environment, where mandatory acceptance of the
virtual model by those seeking higher education
will lead to high-quality and competitive
education. M. Smulson (2015) noted that:
"Today, the Internet has already gone beyond
human control and has become a new reality –
virtual".
Nowadays, an integral component of the
educational environment is the virtual
component, which is a component of learning in
the work of study groups, in face-to-face lectures,
in the independent work of a student of higher
education, in an exam, in the library, etc.
(Škerlak et al., 2014).
The system of "virtual reality" was created by
replacing the infrared camera with computer
images in 1966 by the American computer
scientist A. Sutherland, and in 1989 the computer
scientist Jaron Lanier introduced the term
"virtual reality". In the future, smartphones will
become one of the main "accelerators" of virtual
reality. Thanks to their use, virtual reality has
become widely used not only in such areas as
robot management, entertainment, health care,
computer games, shops, museums, the
automotive industry, military affairs, etc. but also
in education (Trach, 2017).
J. Lipeikiene, (2003) defines a virtual
educational environment as software that is
hosted on a specific server and created to manage
various aspects of education: access to resources,
monitoring of student performance and
evaluation, and course management mechanism.
Let's name the main features of the virtual
educational environment:
− password-based access control;
− use of the main types of physical media:
virtual reality, animation, digital audio, text,
2D and 3D graphics, digital video;
− creation of well-prepared course material
(course material can be updated, changed,
supplemented) and its management;
− links to important information on the
Internet, digital libraries, etc.;
− communication tools – messengers, e-mail,
announcements, presentations, discussions
within the environment;
− automatic glossaries, search systems,
indexes;
− tools for self-assessment, and automatic
assessment;
− connection to the software necessary for
training;
− personal space for students of higher
education to exchange materials and store
them;
− statistical information about the educational
process for a teacher of a higher school,
monitoring the success of students of higher
education, and systematization of their
grades.
The virtual educational environment can be
called a specific open dynamic space for the
implementation of the educational process, an
online learning environment, and a necessary
component of learning a foreign language
(Skurativska & Popadiuk, 2019).
The main advantages of using virtual reality
when learning a foreign language.
There are five main advantages of using virtual
reality technologies when learning a foreign
language:
− visibility (using 3D graphics, it is possible to
show educational processes in detail. Virtual
reality is able not only to provide
information about the phenomenon itself but
to demonstrate it with any degree of detail);
− focusing (the virtual world will allow you to
fully focus on the material, surround the
viewer from all sides for 360 degrees, and
prevent you from being distracted by
external stimuli);
− involvement (virtual reality allows you to
influence the course of the experiment,
change scenarios, and solve tasks in an
accessible and playful form. During a virtual
lesson, you can go on a trip to the countries
of the world, and see the world of the past
through the eyes of a historical character);
− safety (you can immerse a student of higher
education in any situation);
− virtual classes (feeling of your presence in
the drawn world, first-person view). This
makes it possible to conduct classes in
virtual reality (Trach, 2017). Such
technologies use very widely computer
cognitive graphics, the main task of which is
to stimulate creative thinking and cognitive
mechanisms, and not just to interpret
knowledge.
The use of virtual reality technologies in learning
a foreign language implies that the educational
space should be rebuilt accordingly.
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Formats of using virtual reality in learning a
foreign language.
Currently, the following formats of using virtual
reality in foreign language learning are
distinguished:
− face-to-face learning – transfer of empirical
material through virtual reality when
learning a foreign language. Virtual
technologies in semantic learning offer
interesting opportunities for the transfer of
empirical material. With this approach, the
classic format of the educational space is not
distorted, since the lesson is supplemented
with an n-minute immersion. The virtual
lesson can be divided into several scenes,
which are turned on at the right moments.
The lecture remains a structural element of
the lesson. This makes it possible to
consolidate the material, attract students of
higher education to the educational space,
modernize classes, and visually illustrate;
− distance learning – group classes with social
interaction and the effect of presence. With
distance learning, the student of higher
education is in any part of the world and
listens to the language from its native
speaker as well as the teacher. Each of them
is personally present in the virtual audience,
and has his own avatar: he listens to lectures,
interacts, and performs group tasks. And
therefore, feels the presence, and eliminates
the boundaries that exist in education
through video conferences;
− mixed education – the opportunity to see
what is happening, to be remotely in the
classroom while learning a foreign language,
to interact with real students of higher
education and teachers (the student of higher
education can do this remotely if there are
circumstances that prevent him from
attending classes with the possibility of
broadcasting in the mode real-time);
− self-education – any of the developed
educational courses can be adapted for
independent study. The classes themselves
can be stored in online stores (Steam,
Google Play Market, Oculus Store, App
Store) so that everyone has the opportunity
to master or repeat the material
independently when learning a foreign
language (Trach, 2017).
The best virtual reality projects for learning a
foreign language.
Among the best virtual reality projects for
learning a foreign language, we should note the
following:
− LABSTER – interactive, developed in
partnership with leading universities, 3D
project – MIT (Massachusetts Institute of
Technology), Stanford, and Harvard.
Students of higher education can remotely,
with a full set of equipment, carry out
experiments in scientific laboratories;
− EXPEDITIONS PIONEER PROGRAM –
the program allows students of higher
education to visit places "where not every
person can go." The virtual platform is
designed for high-quality learning of a
foreign language, within which teachers
conduct virtual excursions to strange and
exotic places on our planet (the platform has
more than 100 educational excursions);
− THE APOLLO 11 VIRTUAL REALITY
EXPERIENCE – a loud game that offers to
go to the moon on a spaceship. Together
with the crew of the historic ship, the authors
recreated all the details of the flight, launch,
and landing with high accuracy, adding to
the study of a foreign language fantastic
space landscapes, a documentary chronicle,
fantastic music;
− LECTURE VR – the project includes a
series of lectures with visual visualization,
which can be attended as part of a group and
individually as a supplement to the class;
− Colosseum VR – offers higher education
students to move to Ancient Rome, to visit
the Colosseum, the Palatine Hill, the Temple
of Venus, the Arch of Constantine, the
center of gladiator fights, the Colossus of
Nero, etc.;
− Mezo VR – allows you to see history, trace
the stages in the history of civilization, hear
an ancient language;
− zSpace – glasses designed for students of
higher education function according to the
3D example: who at this moment in the
glasses sees the image, students can control
the device with the help of an interactive pen
(Trach, 2017).
The main modules of the multimedia virtual
environment for the study of cultures and
languages in institutions of higher education.
In institutions of higher education, the main
modules of the multimedia virtual environment
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for learning cultures and languages are effective
and necessary:
− virtual video library – educational video
films, films of the countries whose language
is being studied;
− virtual media library for learning a foreign
language with multimedia courses;
− virtual, with authentic audio materials,
sound library;
− satellite television network;
− computer testing system;
− virtual reference system – encyclopedias,
dictionaries, grammar guides;
− virtual library of electronic portfolios of
higher education applicants;
− a virtual library of electronic manuals
(Skurativska & Popadiuk, 2019).
The technology of writing a pedagogical script
for a computerized course for designing
distance courses for learning a foreign
language and building a high-quality virtual
language environment.
The application of the technology of writing a
pedagogical script for a computerized course to
design distance courses for learning a foreign
language and building a virtual language
environment is of great importance in language
learning.
This technology can be presented as follows:
1 stage – exploratory – definition of the purpose
and tasks of the course, didactic analysis,
analysis of content information from the
discipline, methodical analysis, selection of the
form of presentation of educational material,
selection of techniques and methods of teaching,
selection of criteria for mentoring;
2nd stage – main – selection of practical tasks
(tests), structuring of reference and educational
materials, creation of a bank of game situations,
formation of a glossary, development of a testing
system (monitoring, current, final, intermediate
control, etc.), approbation of the scenario,
making changes as necessary;
3rd stage – final – development of instructions
for higher education applicants and methodical
recommendations for teachers (Skurativska &
Popadiuk, 2019).
A modern student of higher education, as well as
a teacher of a foreign language, must acquire ICT
competence to effectively use the technology of
the virtual educational environment in practical
activities. The priority is the need to introduce
certain information and communication
technologies into the educational process, and
only then the transition to permanent systematic
work with Internet resources (Yatsenko, 2013).
Virtual reality as a necessary component in
learning a foreign language.
In the field of foreign language training of the
future specialist, mobile learning is extremely
important and widespread, i.e. learning using
tablets and smartphones. I. Zachepa (2017)
emphasizes the need for additional (electronic)
products "aimed at more intensive use of mobile
devices, i.e. more exercises are offered for
independent (autonomous) processing of
information for the main types of activities
(listening, reading, speaking, writing) and for
active communication in a group instead of
traditional formalized grammar exercises".
Nowadays, when learning a foreign language,
preference is also given to the use of manuals that
are authentic and provide the presence of online
tests, Internet resources, and foreign language
exercises (Biletska et al., 2021).
One of the simplest methods of group learning
using virtual technologies as necessary
components in learning a foreign language is the
creation of a group page using the WikiWiki
system of rapid hypertext interaction, in the
space of a virtual educational environment. This
can be a site or blog with links to applications and
files. This page is available for all higher
education students of the group and all students
can discuss, comment, discuss, and leave entries
on the forum.
It is effective to use services-systems of social
publications and bookmarks (BibSonomy,
CiteULike, etc.) to organize the storage of own
links to various sources.
SlideBoom and SlideShare services can be used
to share and store presentations; and for high-
quality work, it is worth working with PDF files
– Scribd web service, etc.
Through the online media journal – the Flipboard
application, a foreign language teacher can
systematize selected various thematic articles
(Skurativska & Popadiuk, 2019).
Using virtual reality glasses and helmets as a
necessary component in learning a foreign
language, students of higher education can
immerse themselves in the atmosphere of a
curriculum, game, stimulator, etc. Nowadays, the
most promising educational direction of using
virtual programs is the reproduction of the
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customs of the country whose language is
studied, and directly of its language in the socio-
cultural reality, which allows the student of
higher education to become a participant in the
cultural, linguistic, communicative, socio-
cultural situation.
Virtual reality tools provide an opportunity for
interactive interaction and have a significant
impact on audiovisual perception, which
contributes to more effective assimilation of
language material. The user feels the reality of
the environment precisely with such a virtual
presence and in an interactive situation it allows:
them to explain, learn to react, and fulfill a
conventional role. It helps a lot in consolidating
new skills and learning language situations (for
example, on the topics: "In the store", "In the
theater", "USA", "Great Britain", "Types of
transport", "Travel", etc.) – that is, when the
developed educational scenario, the reality of
which is impossible or difficult to create in the
classroom.
Ways of using virtual reality tools.
Education in higher education includes the
following methods of using virtual reality tools:
conducting seminars, laboratories, lectures,
practical classes, organizing educational
excursions, etc. Such technology can be used in
the process of self-education.
The use of virtual reality as a necessary
component in learning a foreign language, as a
toolkit in the educational space of a higher
school, would allow diversifying the educational
process and changing the methods of acquiring
knowledge. Modeling the situation when
learning a foreign language allows you to explore
and study its various options. You can study,
consider, and analyze in detail various options
proposed by the student himself, and intuitively
choose the optimal solution in a specific situation
(when various conditions and parameters are
changed) or random ones proposed by the
education system. A student of higher education
can also give a forecast of the expected result by
changing and complicating them, check it.
Currently, such content for teaching a foreign
language, created in the Google Expeditions
application, is sufficient. It is enough to cover the
traditional topics that are part of the foreign
language curriculum: history, geography, sports,
travel, art, etc. We can conclude that since the
materials are already available and developed in
English, then in the language education system
foreign language teachers will be among the first
to actively use virtual reality technology (Dashko
& Dubytska, 2019).
There are already a significant number of
different applications in learning a foreign
language for virtual reality, which are constantly
increasing. More than 300 companies operate on
the European market and have been
implementing their technologies in the education
sector for a long time (Samsung, Oculus, Sony,
HTC, Microsoft). Many of them for learning a
foreign language offer services for the
development of unique effective programs for
institutions of higher education and are engaged
in the creation of educational content. Therefore,
any institution of higher education can order a
special program for learning a foreign language
and successfully use it in its educational space
(Polishchuk et al., 2022).
Virtual reality as a necessary component in
learning a foreign language is the result and
process of interaction between students of higher
education and teachers, which takes place in a
virtual educational space, which cannot exist
outside of the communication of participants in
the educational process of a higher school
(Agüero Corzo & Dávila Morán, 2023).
However, virtual educational programs cannot
completely replace traditional teaching in higher
education institutions, as they only simulate
objects in the digital space and reality. However,
their wide use in the educational space of higher
education is appropriate when studying the most
complex topics in learning a foreign language
and provides additional opportunities for in-
depth learning of the material (Babiuk, 2022).
It is important to note that Esperanza Glasses 3D
VR virtual reality glasses are available in
university education. With their help, it is
possible to immerse yourself in the virtual world
with the help of a smartphone. For this it is
necessary (Matviienko, 2021):
1) download one of the applications from the
Apple Store or Google Play using the
keywords VR 3D 360;
2) place a smartphone in a special slot of the
glasses;
3) launch the application;
4) insert a smartphone into the helmet.
Virtual reality technologies are a necessary
component in learning a foreign language but are
not yet widely used. Let's name the following
reasons:
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− insufficient number of specialists in the field
of education who would be prepared to use
VR technology;
− unpreparedness for restructuring the
education system;
− a high price for VR technology equipment;
− the need to reformat educational plans;
− insufficient number of educational programs
(Osadchyi et al., 2023).
The key criteria for training specialists are
based on virtual reality.
Modern digital technologies based on virtual
reality when learning a foreign language
determine the key criteria for the training of
specialists, including (Khmelnytska, 2023):
− increasing the concentration of attention of
higher education seekers,
− focus on the practical component of the
educational space of the higher school,
− facilitating the search for information when
learning a foreign language,
− increasing the motivation of those seeking
higher education,
− increasing the productivity of the
educational process,
− ensuring the interactivity of the educational
space,
− monitoring of educational achievements,
− promoting the development of creative
abilities, spatial abilities, and memory
(Khmil et al., 2023).
Experimental study of the role and
possibilities of virtual reality as a necessary
component in learning a foreign language; the
degree of change in the memory of students of
higher education, operational characteristics
of thinking, perception in the process of using
virtual reality educational programs.
The experimental work was devoted to the study
of the role and possibilities of virtual reality as a
necessary component in learning a foreign
language; the degree of change in the memory of
students of higher education, operational
characteristics of thinking, and perception in the
process of using virtual reality educational
programs. The change of attention, which is
closely related to the functioning of cognitive
processes, was also studied.
When choosing the results, the role and
possibilities of virtual reality as a necessary
component in learning a foreign language were
investigated; degree of change in memory,
operational characteristics of thinking,
perception of students of higher education in the
process of using educational programs of virtual
reality; the change of attention, which is closely
related to the functioning of cognitive processes,
was investigated.
The purpose of the experimental study. To
determine the degree of influence of virtual
reality training programs on short-term visual
memory.
Research methods and procedure.
To establish the degree of influence of virtual
reality educational programs on short-term visual
memory, we have built a system for evaluating
the levels of the degree of influence of virtual
reality educational programs on short-term visual
memory.
The experiment was carried out in three stages:
preparatory, main, and final.
At the preparatory stage, research tasks were
determined, a goal was set, an experiment plan
was developed, control and experimental groups
were selected, their homogeneity was checked,
and methods of measurement and processing of
results were identified.
The experiment was conducted at the main stage.
At the final stage, the results of the experiment
were confirmed, their reliability was analyzed,
conclusions were drawn about the study of the
role and possibilities of virtual reality as a
necessary component in learning a foreign
language, and the impact of virtual reality
educational programs on short-term visual
memory.
To assess the homogeneity of control and
experimental data, statistical processing was
carried out using MS Excel and SPSS (Statistical
Package for Social Science) programs.
We distinguished the levels of impact of virtual
reality educational programs on students' short-
term visual memory: low, medium, and high.
Let's take a closer look at all the levels.
Let's list the signs of a low level of influence of
virtual reality training programs on short-term
visual memory: lack of participation in activities,
motivation to study theory; lack of ability to
perform the simplest tasks; fragmentary
assimilation of knowledge; inability to control,
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plan one's own work; not being able to conduct
introspection.
The formation of the impact of virtual reality
training programs on short-term visual memory
at an average level: insufficient motivation to
study the material; the ability to perform
elementary tasks by example; partial assimilation
of knowledge, and professional work skills;
partial ability to control one's own work, plan its
results and conduct self-analysis.
Future specialists with a high level of influence
of virtual reality training programs on short-term
visual memory show the following indicators:
the presence of constant motivation to study the
material; high independence in the systematic
assimilation of knowledge; the ability to control
one's own work, systematically plan, constantly
look for ways to improve, show responsibility,
carry out introspection.
To study the role and possibilities of virtual
reality as a necessary component in learning a
foreign language, and the impact of virtual reality
educational programs on short-term visual
memory, respondents were offered tests for
memorizing numerical series, 12 numbers, and
12 images.
After viewing the virtual reality training program
for short-term visual memory, the respondents
solved the tests again.
Sample: intellectually developed students of
higher education or respondents who received
higher education (age of respondents 20 – 50
years; number of respondents – 25 people).
Research results: we observe a significant
positive impact (at a high level of significance,
reliable p – 0.001 ...) that virtual reality training
programs have on the volume of 86 short-term
visual memory (1.96, this is the difference in
mean values). A smaller effect is observed on the
symbolic memorization of numbers (0.08, this is
the difference in mean values), and on the short-
term memory of the respondents (test: length of
series, the difference in mean values was 0.28).
We will reveal the obtained results regarding
other cognitive processes.
When studying changes in cognitive functions
during an experimental study, classical
procedures were used for their diagnosis –
excluding concepts and establishing similarities
with the concept (study of generalizations),
proofreading – the Burdon-Anfimov test
(measurement of stability and concentration of
attention), a modified Schulte digital table (study
of switching attention), etc.
Research results. Virtual reality training
programs had a significant effect on increasing
observability (difference of mean values, 1.4 –
difference test); concentration and stability of
attention (Bourdon-Anfimov test); on
generalization and ability to classify (test of
identifying common concepts (establish
similarity with the proposed concept sets of five
words – 20 sets), exclusion of concepts (sets of 5
words – exclude redundant – 17 sets) (1.8 –
difference of mean values ). There was a general
decrease in indicators for only one of the studied
parameters – this (modified Schulte digital table)
attention switching: the average time to solve
tasks, remaining in the range of the average level
of switching, increased to 158.2 seconds from
136.4 seconds. Only one cognitive was used style
among personal indicators – field-dependence-
field-independence Working in virtual reality
training programs (the average solution time
decreased to 18.7 seconds from 42.3 seconds)
leads to a significant increase in field-
independence.
The sample consisted of – 32 respondents.
We claim that the negative impact of virtual
reality educational programs is fragmentary and
insignificant. In general, virtual reality has a
positive stimulating effect on the cognitive
processes of the student of higher education and
some personal characteristics of a person.
The conducted experimental study shows that
training programs in a virtual environment,
which contribute to the formation of students'
cognitive motivation, are an effective means of
forming thinking, perception, attention, memory,
and, in general, education of students of higher
education.
A comprehensive analysis of the theoretical and
methodological foundations of the
implementation of virtual reality in foreign
language teaching prompts the justification of
promising ways to improve virtual reality in
foreign language teaching in educational
institutions in Ukraine. The recommendations
interpreted in the course of scientific research
make it possible to use advanced ideas regarding
the introduction of virtual reality in foreign
language teaching in the conditions of the
Ukrainian educational environment.
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Recommendations for educational institutions of
Ukraine - improving the content of educational
programs; improvement of processes of
motivation of teachers to independent
assimilation of professional knowledge;
introduction of innovative forms, methods and
technologies of education into the educational
process of secondary education institutions;
introduction of virtual reality subjects into the
curriculum of educational institutions. Inclusion
in the work of educational institutions: forms of
dissemination of pedagogical innovations,
creative groups on virtual reality, etc.
Recommendations for teachers: systematic
professional self-development and self-
improvement in the conditions of the study of
high-ideal achievements in the field of studying
virtual reality, as well as the application of new
modern technologies and teaching methods;
application of innovative methods and
information and communication technologies,
forms of training organization in professional
and teaching practice.
Recommendations for students: encouraging
students to research work, to participate in
various projects and trainings aimed at
familiarization with virtual reality.
Conclusions
We considered the role and possibilities of
virtual reality as a necessary component in
learning a foreign language, highlighted the
main features of the virtual educational
environment, and the advantages and formats
of using virtual reality in learning a foreign
language. The results of our research showed
the need for additional theoretical work on
understanding virtual reality as a didactic
system.
Therefore, we proposed the best practically-
oriented virtual reality projects, revealing the
content and construction of a virtual language
learning environment; the technology of
writing a pedagogical scenario of a
computerized course for the design of remote
foreign language courses is proposed.
The results of the study show the importance
of the main modules of the multimedia virtual
environment for learning cultures and
languages in institutions of higher education;
the technology of writing a pedagogical script
for a computerized course for designing
distance courses for learning a foreign
language, building a high-quality virtual
language environment is proposed, and
methods of using virtual reality tools are
presented; the features of the virtual
educational environment are defined; the main
advantages of using virtual reality while
learning a foreign language, formats of using
virtual reality in learning a foreign language;
the main criteria for the training of specialists
are outlined.
In general, the experimental study confirmed
that virtual reality significantly affects the
educational space of society and the cognitive
processes of the individual. This is typical for
children, young people, adults, and the elderly.
In the article, we offered recommendations
(for educational institutions, teachers,
students) that lead to the justification of
promising ways to improve virtual reality in
foreign language teaching in educational
institutions in Ukraine.
We see prospects for further research in the
development of practically oriented virtual
reality projects.
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