IJIET 2026 Vol.16(1): 27-38
doi: 10.18178/ijiet.2026.16.1.2480
doi: 10.18178/ijiet.2026.16.1.2480
Magical World VR: Enhancing English Vocabulary Acquisition for Elementary Learners through Virtual Reality
Yuli Astutik1,*, Nur Farhana bte Abd Wahid2, Rahmania Sri Untari3, and Fitria Wulandari4
1. English Language Education, Universitas Muhammadiyah Sidoarjo, Sidoarjo, Indonesia
2. Early Childhood Education, Universiti Tunku Abdul Rahman, Kajang, Malaysia
3. Information Technology Education, Universitas Muhammadiyah Sidoarjo, Sidoarjo, Indonesia
4. Teacher Professional Education, Universitas Muhammadiyah Sidoarjo, Sidoarjo, Indonesia
Email: yuliastutik@umsida.ac.id (Y.A.); farhanaw@utar.edu.my (N.F.B.A.W.); rahmania.sriuntari@umsida.ac.id (R.S.U.); fitriawulandari1@umsida.ac.id (F.W.)
*Corresponding author
2. Early Childhood Education, Universiti Tunku Abdul Rahman, Kajang, Malaysia
3. Information Technology Education, Universitas Muhammadiyah Sidoarjo, Sidoarjo, Indonesia
4. Teacher Professional Education, Universitas Muhammadiyah Sidoarjo, Sidoarjo, Indonesia
Email: yuliastutik@umsida.ac.id (Y.A.); farhanaw@utar.edu.my (N.F.B.A.W.); rahmania.sriuntari@umsida.ac.id (R.S.U.); fitriawulandari1@umsida.ac.id (F.W.)
*Corresponding author
Manuscript received April 27, 2025; revised June 4, 2025; accepted August 19, 2025; January 9, 2026
Abstract—This study aimed to design and examine a Virtual Reality (VR)-based instructional media to support English vocabulary learning among Indonesian elementary students. In response to the limited use of immersive technology in Southeast Asian primary classrooms, the study followed a Research and Development (R&D) approach, incorporating expert review through the Delphi method and implementation using a quasi-experimental design. The developed media featured a curriculum-aligned, garden-themed virtual environment intended to facilitate contextual and interactive learning experiences. Participants were 45 fourth-grade students assigned at the class level to either a VR group (n = 22) or a realia group (n = 23). Both groups showed significant vocabulary gains from pre- to post-test (p < 0.05); however, no statistically significant difference was found between the groups (p = 0.728). To complement the test results, qualitative data were collected from classroom observations and teacher reflection logs. Students in the VR group demonstrated observable patterns of increased participation, peer collaboration, and spontaneous use of target vocabulary throughout the sessions. These findings indicate that while VR may not have produced significantly higher test outcomes compared to traditional methods, it offered observable benefits related to learner behavior and engagement. The study presents a locally grounded, pedagogically informed model of VR use in early language learning. Further research is recommended to explore its long-term impacts and implementation across varied educational contexts.
Keywords—virtual reality, vocabulary acquisition, elementary education, language learning, immersive media
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—virtual reality, vocabulary acquisition, elementary education, language learning, immersive media
Cite: Yuli Astutik, Nur Farhana bte Abd Wahid, Rahmania Sri Untari, and Fitria Wulandari, "Magical World VR: Enhancing English Vocabulary Acquisition for Elementary Learners through Virtual Reality," International Journal of Information and Education Technology, vol. 16, no. 1, pp. 27-38, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).