Affordances of Location-Based Virtual Reality in Language Learning: An Empirical Study Based on the 4E Cognitive Framework

• In Event: Frontiers of AI and Immersive Technology in Teaching and Learning

Proposal

1. Abstract
Traditional language learning is often constrained by physical environments and monotonous teaching methods, resulting in low student engagement. Location-Based Virtual Reality (LBVR) creates immersive and interactive learning environments that can effectively address these issues. This study, grounded in the 4E cognitive framework, investigates the affordances of LBVR in language learning and its impact on learning outcomes. A four-week quasi-experiment was conducted in a primary school in Wuhan, China, using questionnaires, tests, and behavioral observations to evaluate the effects of LBVR on students' learning motivation, experience, knowledge acquisition, and interactive behavior. The results indicate that LBVR significantly enhances learning effectiveness, with the experimental group outperforming the control group in both immediate and delayed post-tests (p < 0.05). Additionally, the experimental group scored significantly higher in learning motivation and classroom interaction (p < 0.01), demonstrating that LBVR enhances deep learning experiences and interaction frequency. These findings support the applicability of the 4E theory in language learning environments and provide new empirical evidence for the use of LBVR in language education, recommending further validation in broader educational contexts.

2. Keywords
Location-Based Virtual Reality; 4E Cognitive Theory; Language Learning; Affordances

3. Objective
This study aims to explore the affordances of LBVR technology in language learning and its impact on learning outcomes based on the "4E" cognitive theory. The specific objectives are: (1) to investigate how LBVR, as an educational tool, enhances learners' interaction with the virtual environment; (2) to analyze how LBVR promotes cognition and knowledge construction in language learning through the 4E theory; and (3) to evaluate its effectiveness in different educational contexts through a quasi-experimental design.

4. Theoretical Framework
The "4E" cognitive theory represents a significant development in cognitive science in recent years, encompassing the dimensions of Embodied, Enactive, Embedded, and Extended cognition (Schiavio, 2018). Initially proposed by scholars such as Varela, Thompson, and Rosch, and later expanded by Clark and Chalmers, this theory posits that cognition is not merely a brain process but involves the body, environment, tools, and socio-cultural context. This study explores the affordances of LBVR in language learning based on the "4E" framework. LBVR provides an immersive environment where learners engage in learning through bodily movement and perception, aligning with the concept of embodied cognition. Learners' active exploration in virtual environments reflects the characteristics of enactive cognition, which facilitates knowledge construction and retention. LBVR embeds learning content in virtual scenarios, simulating real-life language use contexts, consistent with embedded and situated cognition perspectives, supporting knowledge transfer and application. Moreover, as an extended cognitive tool, LBVR expands language learning capabilities through virtual environments and interactive tasks, overcoming the limitations of traditional language learning.

5. Method
This study employs a quasi-experimental design to investigate the affordances of LBVR technology in language learning and its impact on learning outcomes. The study utilized a pre-test and post-test control group experiment, with the experimental group engaging in LBVR-based language learning and the control group using traditional methods. The experiment lasted four weeks, with two 45-minute learning sessions per week, ensuring consistent learning time and content for both groups. The participants were 60 third-grade students from a primary school in Wuhan, China, randomly assigned to the experimental and control groups, each consisting of 30 students. All participants were 8-10 years old with similar backgrounds in Chinese language learning. Data were collected through questionnaires, tests, and behavioral observations. The questionnaires measured learning experience, motivation, and engagement; the tests assessed language knowledge acquisition and retention (immediate post-test and delayed post-test). Behavioral observations recorded the frequency of interactions with virtual objects and instances of cooperation. Data analysis involved ANOVA to compare the differences in learning outcomes between the two groups and Structural Equation Modeling (SEM) to analyze the relationships between learning experiences, interactive behaviors, and learning outcomes. The model fit indices (CFI = 0.93, RMSEA = 0.05) indicate a good fit.

6. Results
The results show that LBVR technology significantly enhances Chinese language learning outcomes and experiences. ANOVA results indicate that the experimental group scored significantly higher than the control group in both the immediate post-test (M = 85.3, SD = 6.2) and delayed post-test (M = 82.4, SD = 5.9) (control group: immediate post-test M = 76.1, SD = 7.5; delayed post-test M = 73.2, SD = 8.1) (p < 0.05). The experimental group also scored significantly higher in learning motivation, satisfaction, and engagement (p < 0.01). For instance, the average score for learning motivation in the experimental group was 4.5 (SD = 0.6), compared to 3.8 (SD = 0.7) in the control group. Behavioral observations showed that the experimental group had significantly higher interaction frequencies than the control group, with an average of 18.3 interactions (SD = 4.2) and 12.7 instances of cooperation (SD = 3.1), compared to the control group's 8.6 interactions (SD = 3.5) and 5.8 instances of cooperation (SD = 2.9) (p < 0.01). These results support the enactive and situated cognition aspects of the 4E theory, indicating that LBVR facilitates deep language learning through enhanced interaction.

7. Scholarly Significance
This study extends the theoretical framework of cognitive science and educational technology by validating the application of the 4E theory in LBVR language learning environments. The findings demonstrate that LBVR significantly enhances language learning outcomes, offering new insights and methods for applying technology in language education and expanding the research field of educational technology. The study suggests further exploration of the application of LBVR technology across different subjects and learner groups to promote the digital transformation of education.

Author

• Qi Xie, Hubei University