Effects of Virtual Reality Game‐Assisted Inquiry‐Based Learning on Bilingual Visual Arts Education

ABSTRACT Background Conventional language learning methods primarily focus on reading, writing, speaking and listening, which may be abstract for some students. Bilingual learning improves language fluency and oral communication skills, while art education fosters students' perception and expressive abilities, allowing them to deepen their language acquisition through visualisation. Visual art, through elements such as imagery, colour and composition, makes language learning more engaging and intuitive. The exploratory and hands‐on nature of artistic creation further facilitates students' natural use of language, enhancing their expressive abilities. However, classrooms and art exhibitions are constrained by space and resources, limiting students' opportunities for direct engagement with art. Objectives This study compared the effects of a virtual reality game‐assisted inquiry learning (VRG‐IBL) approach with a mobile game‐assisted inquiry‐based learning (MG‐IBL) approach on students' artworks, motivation and self‐efficacy. Methods An experiment was conducted with two elementary school classes in central Taiwan, comparing VRG‐IBL and MG‐IBL under equivalent instructional content. Results The results indicated that students in the VRG‐IBL group demonstrated superior academic performance and learning motivation. Moreover, the VRG‐IBL approach benefited the students' self‐efficacy with initial moderate and high self‐efficacy. Conclusions The VRG‐IBL approach enables students to repeatedly practice language skills and engage in artistic creation within an immersive environment, significantly enhancing their learning outcomes. This learning approach offers an innovative and practical approach to bilingual visual arts education, enriching students' learning experiences and language proficiency.