Immersive Virtual Reality: A Novel Approach to Second Language Vocabulary Acquisition in K-12 Education

Today, immersive virtual reality (IVR) is increasing in popularity in a broad range of fields, including science, pedagogy, engineering and so forth. Therefore, this study discusses the Unified Theory of Acceptance and Use of Technology (UTAUT), which can be used to examine the factors that influence the adoption of immersive VR in the classroom, particularly in second language (L2) vocabulary acquisition. The sample for this study included 32 intermediate students and their teacher. For the purpose of evaluation, the researcher used partial least squares structural equation modelling (PLS-SEM) techniques to analyze the results. The findings of the students’ survey showed that performance expectancy, effort expectancy and social influence were seen to have had a positive impact on the intention to use immersive VR. Likewise, the findings indicated that facilitating conditions were seen to have had a positive impact on the use behavior of actually using immersive VR, whereas behavioral intentions did not. In addition, the teacher’s survey demonstrated a favorable view regarding the potential of immersive VR technology to support teaching L2 vocabulary acquisition. This particular study encouraged educators and educational technologists to utilize immersive VR games as a teaching–learning tool to reduce the challenge of L2 vocabulary acquisition.