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Embodied word learning in schools and sustained attention in virtual reality

Rudling, Maja LU orcid ; Rumetshofer, Theodor LU orcid ; Nirme, Jens LU and Mårtensson, Johan LU (2026) In npj Science of Learning 11(1).
Abstract

This study examined whether immersive virtual reality (VR) supports second-language vocabulary learning in school-aged children compared to passive computer-based training. Seventy-three Swedish middle-school students learned novel words by assembling objects in VR and by viewing object assembly on a computer screen in a crossover design. Word recall was tested after each condition, and individual differences in language aptitude and sustained attention were assessed. Overall, recall was higher after computer-based training than VR. However, sustained attention was the strongest predictor of learning outcomes, and the difference between conditions was (marginally) significant only for children with higher sustained attention. No VR... (More)

This study examined whether immersive virtual reality (VR) supports second-language vocabulary learning in school-aged children compared to passive computer-based training. Seventy-three Swedish middle-school students learned novel words by assembling objects in VR and by viewing object assembly on a computer screen in a crossover design. Word recall was tested after each condition, and individual differences in language aptitude and sustained attention were assessed. Overall, recall was higher after computer-based training than VR. However, sustained attention was the strongest predictor of learning outcomes, and the difference between conditions was (marginally) significant only for children with higher sustained attention. No VR behavioural measures (gaze, assembly time, rotation) explained learning outcomes. These findings suggest that VR may not universally enhance vocabulary learning but could benefit learners with specific attentional profiles. Further research should explore how VR design and training duration influence language acquisition in school settings.

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Please use this url to cite or link to this publication:
author
; ; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
in
npj Science of Learning
volume
11
issue
1
article number
9
publisher
Nature Publishing Group
external identifiers
  • scopus:105027566695
  • pmid:41519938
ISSN
2056-7936
DOI
10.1038/s41539-025-00395-2
language
English
LU publication?
yes
additional info
Publisher Copyright: © The Author(s) 2026.
id
c47827c2-18a3-4e12-bfa6-57df0c8898fb
date added to LUP
2026-03-09 14:03:11
date last changed
2026-05-05 00:43:05
@article{c47827c2-18a3-4e12-bfa6-57df0c8898fb,
  abstract     = {{<p>This study examined whether immersive virtual reality (VR) supports second-language vocabulary learning in school-aged children compared to passive computer-based training. Seventy-three Swedish middle-school students learned novel words by assembling objects in VR and by viewing object assembly on a computer screen in a crossover design. Word recall was tested after each condition, and individual differences in language aptitude and sustained attention were assessed. Overall, recall was higher after computer-based training than VR. However, sustained attention was the strongest predictor of learning outcomes, and the difference between conditions was (marginally) significant only for children with higher sustained attention. No VR behavioural measures (gaze, assembly time, rotation) explained learning outcomes. These findings suggest that VR may not universally enhance vocabulary learning but could benefit learners with specific attentional profiles. Further research should explore how VR design and training duration influence language acquisition in school settings.</p>}},
  author       = {{Rudling, Maja and Rumetshofer, Theodor and Nirme, Jens and Mårtensson, Johan}},
  issn         = {{2056-7936}},
  language     = {{eng}},
  number       = {{1}},
  publisher    = {{Nature Publishing Group}},
  series       = {{npj Science of Learning}},
  title        = {{Embodied word learning in schools and sustained attention in virtual reality}},
  url          = {{http://dx.doi.org/10.1038/s41539-025-00395-2}},
  doi          = {{10.1038/s41539-025-00395-2}},
  volume       = {{11}},
  year         = {{2026}},
}