A systematic review on vocabulary learning in AR and VR gamification context

Abstract

In recent scholarly literature, there has been a growing focus on the integration of augmented reality (AR), virtual reality (VR), and digital games to assist language learning. However, little has been written on reviewing the adoption of gamified AR or VR in facilitating the enhancement of specific language skills. Addressing this research gap, the present study conducted a systematic review of vocabulary learning within AR and VR gamification context. Following the predefined inclusion criteria and literature selection process outlined by the PRISMA framework, 23 articles were selected from a pool of 97 studies for final analysis. The major findings revealed that: (1) Form and meaning of vocabulary took precedence in gamified AR-assisted vocabulary learning or VR-assisted vocabulary learning, adopting intentional learning as the primary approach; (2) A significant majority of studies employed researcher-coined vocabulary tests as the measurements for assessing vocabulary knowledge, with translation, multiple-choice questions, and word-matching serving as the most common tasks; (3) The reviewed studies demonstrated that gamified AR and VR both prioritize interactivity as the core digital affordance in the context of vocabulary learning. Gamified AR owned unique features, including bridging reality and virtuality, promoting collaborative learning, and visualizing content, while gamified VR was more inclined toward immersion and facilitating self-regulated learning; (4) Three aspects of problems, namely technology-related, student-related, and teacher-related, emerged with the application of gamified AR or VR. Based on these results, the current study engaged in a comprehensive discussion and suggested a tripartite co-construction mechanism for learning materials, involving students, teachers, and researchers, integrating both gamified AR and VR.