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Impact of Technological Immersion and Sensorimotor Engagement on Performance and Brain Plasticity in Short-Term Second Language Vocabulary Training

Rumetshofer, Theodor LU orcid ; Langensee, Lara LU ; Li, Ping ; Zhao, Jiayan ; Klippel, Alexander ; Wennberg, Linda LU ; Nilsson, Markus LU ; Maly Sundgren, Pia LU orcid ; Gullberg, Marianne LU orcid and Mårtensson, Johan LU (2026) In Neurobiology of Language 7. p.1-18
Abstract
Classroom-based language learning has typically taken place in relatively static body positions, but research suggests that embodied learning through sensorimotor engagement and technical immersion, using virtual realities, can significantly enhance learning outcomes. Recent research has linked differences in the learning context to different cortical structures within the language learning network. In this study, we investigated the effect of technical immersion and sensorimotor engagement on performance in behavior and gray matter volume in the brain after a single 20-min language learning task. We tested two learning environments: a low-embodied desktop-based virtual environment (dVE) using a computer screen and a high-embodied... (More)
Classroom-based language learning has typically taken place in relatively static body positions, but research suggests that embodied learning through sensorimotor engagement and technical immersion, using virtual realities, can significantly enhance learning outcomes. Recent research has linked differences in the learning context to different cortical structures within the language learning network. In this study, we investigated the effect of technical immersion and sensorimotor engagement on performance in behavior and gray matter volume in the brain after a single 20-min language learning task. We tested two learning environments: a low-embodied desktop-based virtual environment (dVE) using a computer screen and a high-embodied immersive virtual reality (iVR) environment using a head-mounted display, as well as a no training group. We assessed morphological brain changes using magnetic resonance imaging at 7 Tesla before and after training. Participants with less sensorimotor engagement, compared to those with high, performed significantly better and showed higher gray matter volume in the left angular gyrus, a key hub region for vocabulary training within the language network, as well as in the left middle temporal gyrus, a region associated with lexical semantic processing. However, we could not identify a difference between the dVE and iVR groups. Our results suggest that both virtual platforms, although different in the level of immersion and whole-body involvement, rely on similar cortical structures within the language learning network. Furthermore, sensorimotor engagement might have a stronger influence on performance and related brain changes than the learning context itself. (Less)
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
Neurobiology of Language
volume
7
article number
NOL.a.238
pages
1 - 18
publisher
MIT Press
external identifiers
  • pmid:41971748
  • scopus:105034526988
ISSN
2641-4368
DOI
10.1162/NOL.a.238
project
Language training in a virtual world
Technologically Enhanced Language learning and its Effect on the Brain
language
English
LU publication?
yes
id
c796a917-fb4a-47e9-8874-5c3eacb2f106
date added to LUP
2026-04-14 09:41:23
date last changed
2026-04-29 06:44:58
@article{c796a917-fb4a-47e9-8874-5c3eacb2f106,
  abstract     = {{Classroom-based language learning has typically taken place in relatively static body positions, but research suggests that embodied learning through sensorimotor engagement and technical immersion, using virtual realities, can significantly enhance learning outcomes. Recent research has linked differences in the learning context to different cortical structures within the language learning network. In this study, we investigated the effect of technical immersion and sensorimotor engagement on performance in behavior and gray matter volume in the brain after a single 20-min language learning task. We tested two learning environments: a low-embodied desktop-based virtual environment (dVE) using a computer screen and a high-embodied immersive virtual reality (iVR) environment using a head-mounted display, as well as a no training group. We assessed morphological brain changes using magnetic resonance imaging at 7 Tesla before and after training. Participants with less sensorimotor engagement, compared to those with high, performed significantly better and showed higher gray matter volume in the left angular gyrus, a key hub region for vocabulary training within the language network, as well as in the left middle temporal gyrus, a region associated with lexical semantic processing. However, we could not identify a difference between the dVE and iVR groups. Our results suggest that both virtual platforms, although different in the level of immersion and whole-body involvement, rely on similar cortical structures within the language learning network. Furthermore, sensorimotor engagement might have a stronger influence on performance and related brain changes than the learning context itself.}},
  author       = {{Rumetshofer, Theodor and Langensee, Lara and Li, Ping and Zhao, Jiayan and Klippel, Alexander and Wennberg, Linda and Nilsson, Markus and Maly Sundgren, Pia and Gullberg, Marianne and Mårtensson, Johan}},
  issn         = {{2641-4368}},
  language     = {{eng}},
  pages        = {{1--18}},
  publisher    = {{MIT Press}},
  series       = {{Neurobiology of Language}},
  title        = {{Impact of Technological Immersion and Sensorimotor Engagement on Performance and Brain Plasticity in Short-Term Second Language Vocabulary Training}},
  url          = {{http://dx.doi.org/10.1162/NOL.a.238}},
  doi          = {{10.1162/NOL.a.238}},
  volume       = {{7}},
  year         = {{2026}},
}