IJIET 2026 Vol.16(7): 1811-1819
doi: 10.18178/ijiet.2026.16.7.2644
doi: 10.18178/ijiet.2026.16.7.2644
Multimodal Immersive Language Learning: A Framework Linking AR/VR Features with Language Skill Development
Saima Mehboob * and Alberto Fornasari
Department of Educational Sciences, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy
Email: s.mehboob@phd.uniba.it (S.M.); alberto.fornasari@uniba.it (A.F.)
*Corresponding author
Email: s.mehboob@phd.uniba.it (S.M.); alberto.fornasari@uniba.it (A.F.)
*Corresponding author
Manuscript received December 10, 2025; revised January 8, 2026; accepted March 16, 2026; published July 17, 2026
Abstract—This paper presents a Virtual Reality (VR)-based framework for evaluating English language proficiency in an immersive learning environment. Based on a dataset of 176,911 participants, we analyzed reading, listening, speaking, and pronunciation activities, as well as vocabulary acquisition, writing exercises, and grammar correction. The translation tasks and language-learning results are complemented by behavioral indicators, including gesture frequency, reaction time, interaction depth, and session length. Multivariate regression results indicated a moderate proficiency level and weak associations between behavioral engagement and language outcomes. Neither the device type nor interaction metrics had a significant effect on overall proficiency level, and mediation testing further revealed no indirect effects via response latency. These results suggest that VR language skill learning does not depend on the quantity of behavioral activity and highlight the significance of task design and meaningful engagement. This framework is designed to help build future adaptive, scalable language assessment systems using immersive technologies to support fair, data-driven English language learning.
Keywords—English language proficiency, virtual reality learning, immersive assessment, behavioral analytics, gesture interaction, response latency, adaptive learning systems
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—English language proficiency, virtual reality learning, immersive assessment, behavioral analytics, gesture interaction, response latency, adaptive learning systems
Cite: Saima Mehboob and Alberto Fornasari, "Multimodal Immersive Language Learning: A Framework Linking AR/VR Features with Language Skill Development," International Journal of Information and Education Technology, vol. 16, no. 7, pp. 1811-1819, 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).