Task-Based Learning with VR Support in CFL Learning

Abstract

This study explores the effects of integrating virtual reality (VR) into task-based learning (TBL) to support Chinese language learning among Thai university students enrolled in a basic Chinese course. A total of fifty first-year students were selected using simple random sampling and assigned to either a VR-supported experimental group or a traditional control group. Both groups received instruction on the same vocabulary and writing content, delivered by the same instructor, and were assessed using identical pre- and post-tests. The findings indicate that students in the VR-supported group significantly outperformed their peers in the control group. Large effect sizes suggest substantial improvements in both vocabulary knowledge and Chinese character writing, while the control group demonstrated only minimal progress. Survey responses also revealed that students found VR-based tasks highly engaging, closely connected to real-life communication, and strongly motivating. Most participants reported a better understanding of vocabulary and noticeable advancement in learning Chinese characters. However, some students encountered technical difficulties and mild discomfort while interacting with the VR environment. These observations underscore the need for careful instructional design and the importance of implementing VR in a user-friendly and accessible manner. Overall, the study highlights the potential of VR-supported TBL to enhance learning outcomes in beginner-level Chinese courses, provided that technological and pedagogical considerations are carefully addressed.

1. Introduction

Chinese has gained global importance due to China’s economic power, offering opportunities in business, technology, and exports. The Chinese government promotes language learning worldwide through Confucius Institutes (Hanban, 2024), allowing learners to study at top universities, gain knowledge in technology and innovation, and understand China’s rich culture (Hanban, 2024). By 2024, the Centre for Language Education and Cooperation (Hanban) had established 492 institutes and 819 classrooms in 160 countries, involving over 2.32 million learners and 12.72 million participants in cultural activities.

Despite this growth, learners face challenges, including unfamiliar culture, language structure, vocabulary, Chinese characters (Hanzi), and tones (B. Chen et al., 2022; Yan & Xia, 2024), highlighting the need for effective teaching strategies that support real-life language use (Xie et al., 2021; Chan, 2024). A key strength of VR lies in its ability to enhance learners’ visual–spatial understanding of Hanzi structures. Unlike conventional two-dimensional materials, VR allows learners to manipulate characters in three-dimensional space, observe stroke order in real time, and explore relationships between radicals and components from different angles.

This study examines Thai students learning Chinese through task-based learning (TBL) combined with virtual reality (VR), focusing on beginner-level writing skills. Unlike prior research on English or general subjects, this study applies TBL in a logographic language context, aligned with the Thai Qualifications Framework (TQF) and Chinese Proficiency Test (HSK) standards, in a controlled experimental setting. VR provides immersive environments for meaningful tasks, encouraging active participation, practical language use, and cultural understanding.

While VR has been studied in EFL, online learning, and virtual simulations (Li et al., 2022; Radianti et al., 2020; Webster, 2016), its application in tonal and logographic languages like Chinese remains limited. Early findings suggest VR can enhance vocabulary retention and engagement (Huang et al., 2021; B. Chen et al., 2022), indicating the need for further research on its effective integration into Chinese language instruction.

2. Literature Review

Overall, the literature demonstrates that VR technology offers significant benefits in education, enhancing engagement, motivation, and learning outcomes in both STEM and non-STEM subjects. Moreover, the use of VR in English language learning not only results in the positive impacts previously mentioned but also shows strong alignment with task-based learning principles, providing learners with real-world communication tasks that foster skill development. However, despite these promising results, research on the use of VR in Chinese language learning remains limited. There is a clear need to further explore how these technologies can be effectively integrated into task-based approaches to support Chinese language learning.

2.1. Virtual Reality (VR) in Education

Research on VR in education dates back to the 1990s, with early studies by Hedberg and Alexander (1994), Ainge (1997), and Camacho (1998) emphasizing VR’s potential to create immersive, student-centered learning and to support authentic activities, spatial thinking, motivation, and individualized learning. Interest in VR has continued to grow, and more recent work shows similarly positive outcomes.

Yu (2023) confirms that VR can enhance learning performance, confidence, motivation, interest, and presence, although some studies note weaker effects on anxiety, cognition, creativity, and satisfaction. Research also highlights benefits for both teachers and students. Huh (2020) found that creating 360° VR field trips helped pre-service teachers develop creativity and technological competence. McGovern et al. (2020) showed that VR can improve presentation skills and boost confidence in business students. Zhang (2025), though focused on music education, demonstrated how VR can enrich university learning through creativity, engagement, and simulated practice, offering useful implications for classroom integration.

Despite these advantages, effective implementation requires careful planning. Hagge (2021) reports that while students view VR positively, it should complement—not replace—traditional instruction. Liu et al. (2024) similarly note that VR and AR can strengthen vocational training but are constrained by technical limitations, weak course design, and underdeveloped instructional frameworks.

Other recent studies shed light on broader applications and challenges. Harrison (2024) suggests VR may support character education but raises ethical and accessibility concerns. Mukasheva et al. (2023) propose a contextual model for designing VR learning environments, stressing the need to address technical and health-related issues. Dechsling et al. (2024) highlight that successful use of VR in special education depends on adequate teacher training and support systems.

Overall, the literature shows that VR can enrich learning by creating immersive, student-centered environments that improve engagement, motivation, and satisfaction. However, meaningful integration requires strong instructional design, reliable technology, and ongoing teacher support. When used thoughtfully as a supplement to traditional teaching, VR offers considerable potential for inclusive and effective learning.

2.2. Virtual Reality (VR) in Language Learning

This section focuses on studies of VR use in language learning. Studies point out that these technologies improve language skills by offering learners opportunities to engage in real-life scenarios, practice speaking and listening in simulated settings, and receive immediate feedback. There has also been research on the use of VR in English language learning (EFL), which is more investigated than other language learning. The studies emphasize that immersive and interactive environments created by these technologies promote real-world language use, especially in speaking, listening, and vocabulary.

To begin with, there are three research papers that provide comprehensive insights into the benefits of using VR in language learning. The first work (Qiu et al., 2023) reveals a significant shift toward immersive and interactive learning, with desktop VR as the most commonly used technology and speaking, vocabulary, and motivation as common learning targets. Moreover, the findings highlight that VR/AR can foster contextualized, task-based, and socially engaging learning environments. Similarly, Lai and Chen (2023) compared the effects of a VR and PC visual novel game on high school students’ English vocabulary acquisition. The authors found that both platforms supported learning, but the VR group showed significantly better retention in the delayed translation post-test. Participants in the VR group also reported greater engagement and perceived benefits from immersive, interactive features, suggesting that VR can enhance vocabulary learning by increasing presence and contextualization.

The final study is the paper of Zou et al. (2024). This systematic review examined 31 studies on spherical video-based virtual reality (SVVR) in language education. The authors used the ADDIE model for analysis and found that SVVR supports immersive, contextualized learning that enhances language skills—particularly speaking, writing, vocabulary, and cultural learning—while also reducing anxiety and boosting motivation.

2.3. VR and AR in EFL

Tai et al. (2022) found that students using a mobile VR app learned vocabulary more effectively than their peers, thanks to authentic communication and multisensory input. Hoang et al. (2023) reported notable gains in oral proficiency when VR was added to EFL lessons, with students describing the environment as highly motivating and engaging. Shadiev et al. (2024) showed that 360-degree VR feedback improved speaking performance more than traditional video. Likewise, Luan et al. (2025) demonstrated that a desktop VR platform enhanced vocabulary learning through contextual immersion, though technical issues and content variety remained concerns.

Other studies highlight improvements beyond language performance. C. Chen and Yuan (2023) showed that a VR-based peer-tutoring approach strengthened speaking skills, self-efficacy, and interactive behaviors. Ebadijalal and Yousofi (2024) found that VR field trips increased students’ writing motivation, confidence, and task achievement.

Overall, these findings show that VR aligns well with task-based learning by engaging learners in meaningful, real-world tasks. This evidence provides a strong foundation for developing similarly immersive and interactive experiences in Chinese language education.

2.4. Virtual Reality (VR) in Chinese Writing Learning

This section reviews the growing use of VR in Chinese language education. Studies consistently show that VR enhances vocabulary learning, oral proficiency, and learner engagement by providing immersive, interactive, and student-centered environments. Although the findings are promising, research in this area remains limited, especially across diverse learning contexts.

C. Chen and Yuan (2023) reported that VR significantly improved vocabulary acquisition and retention among international Chinese learners, noting strong motivation and multimodal support. Similarly, Xie et al. (2021) found that mobile-based VR tools improved advanced learners’ oral performance, while Chan (2024) showed that a VR interpreting app increased students’ confidence, autonomy, and language proficiency, despite minor technical issues. Barrett et al. (2023), drawing on the technology acceptance model, found that learners had positive attitudes toward VR due to its immersive qualities.

Learning to write Chinese characters requires a high level of visual and spatial processing due to the logographic nature of the writing system, particularly in relation to stroke order and character structure (Shen, 2005; Taft & Chung, 1999). Previous studies have shown that spatial visualization plays an important role in the development of orthographic awareness and accuracy in Chinese character writing (Shen & Ke, 2007). Virtual reality (VR) enables three-dimensional spatial interaction, allowing learners to observe and manipulate the process of character formation in immersive environments, which aligns well with the cognitive demands of Chinese character learning (Radianti et al., 2020). Research on VR-supported language learning has reported positive effects on learners’ motivation, engagement, and perceived learning outcomes (Makransky & Petersen, 2019; Parmaxi, 2023). From the perspective of cognitive load theory, VR may help reduce extraneous cognitive load by making complex spatial information more explicit and providing immediate feedback during writing tasks (Ozgun & Sadik, 2023).

Taken together, these studies highlight VR’s potential to strengthen learning outcomes, motivation, and instructional innovation in Chinese language education, particularly concerning writing skills, while also pointing to gaps such as limited sample diversity and a lack of long-term investigations. Compared with English language learning—where VR has been more extensively applied within task-based frameworks—research on Chinese language writing learning remains underdeveloped. Further work is needed to establish sustainable, adaptable task-based models for integrating VR into Chinese language writing instruction. Thus, the research questions of this study are as follows:

• What are the effects of using VR technology on students’ achievement in a Chinese stroke-order writing course?
• What is the level of students’ satisfaction with the use of VR technology in a Chinese stroke-order writing course?

3. Materials and Methods

3.1. Research Questions: Research Design and Participants

This study used an experimental design with controlled conditions and systematic manipulation of variables to explore causal relationships, using simple random sampling. The research was carried out at a university in Southern Thailand within a course called Chinese Basic, in accordance with the university’s policy allowing students to study Chinese for one academic year, consisting of three consecutive courses. A total of 60 students, aged 18 to 21, from various majors, including English, Marketing, Communication Arts, Law, Medical Technology, Veterinary Science, Political Science, and Pharmacy, participated in the study.

Out of the course, 115 students, approximately 52.17% of all enrolled students, were initially selected through simple random sampling. Due to teaching workload and scheduling limitations, the instructor could only teach 60 students. All first-year General Education (GE) students in the course were identified, and a complete list with unique identifiers, such as student ID numbers, was created to track each student. A sample size of 60 students was chosen to balance statistical accuracy with practical feasibility. Using a random number generator, 60 students were randomly selected, ensuring each had an equal chance of being chosen. The selected students were then approached and provided their consent before the experiment began.

The 60 students were divided into two groups: the experimental group of 30 students (male: 4, female: 25, prefer not to say: 1) and the control group of 30 students (male: 8, female: 22). Regarding Chinese proficiency, 27 students self-assessed at Chinese Proficiency Test (HSK) level 1–2, and 3 students at Chinese Proficiency Test (HSK) level 3–4. Among the participants, 12 were from Social Sciences, and 18 were from Health/Natural Sciences. Regarding experience with VR for language learning, 29 students had previously used VR, while 1 student had not. In this course, 4 students reported using VR frequently, 26 students sometimes, 1 student rarely, and 3 students never used VR to study Chinese.

3.2. Intervention

Most students had previously taken a Chinese Basic course that focused on reading and writing skills, without learning Chinese characters, and had not studied the language for about one year prior to this study. The control group was not taught using VR. They were given regular classroom instruction using traditional teaching methods. The VR group was taught using VR. The following table explains the VR implementation in the course.

The treatment for the experimental group and the control group was different. The experimental group was taught using VR (see

Table 1. Steps for the experimental group.

Step	Activity	Description
1.	Introduction	The teacher presented the topic and clearly explained the learning objectives.
2.	VR Demonstration	Students wore VR headsets to watch demonstrations of Chinese stroke order in a virtual environment.
3.	Guided Practice	Students practiced writing strokes in the VR system and received immediate feedback.
4.	Collaborative Activities	Students worked in pairs or small groups within the VR environment to support each other’s learning.
5.	Assessment and Reflection	Students completed VR exercises and reflected on their learning and overall experience.

and

Table 2. Schedule of VR instructional activities for Chinese stroke order.

VR Demonstration	Students wore VR headsets to watch demonstrations of Chinese stroke order in a virtual environment.	25 min
Guided Practice	Students practiced writing strokes in the VR system and received immediate feedback.	45 min
Collaborative Activities	Students worked in pairs or small groups within the VR environment to support each other’s learning.	30 min
Assessment and Reflection	Students completed VR exercises and reflected on their learning and overall experience.	20 min

).

The control group was not taught using VR. They received regular classroom instructions using traditional teaching methods (see

Table 3. Steps for the control group.

Step	Activity	Description
1.	Introduction	The teacher presented the topic and explained the learning goals.
2.	Demonstration	The teacher showed the Chinese stroke order on the whiteboard or with printed materials.
3.	Guided Practice	Students practiced writing on paper while the teacher provided feedback.
4.	Collaborative Activities	Students worked in pairs or small groups using paper-based exercises.
5.	Assessment and Reflection	Students completed paper exercises and reflected on their learning.

).

3.3. Data Collection

3.3.1. RQ1

Both groups completed the same pre-test and post-test to assess vocabulary acquisition, comprehension, stroke order in Chinese writing, recall, and retention. Using the same assessments ensured consistency in measuring students’ prior knowledge and progress over time (Moser, 2019). The pre-test was conducted in Weeks 1 and 2, and the post-test was scheduled in Weeks 9 and 12 to give students sufficient time to engage with the instructional intervention. This timing also allowed for the evaluation of both immediate learning gains and knowledge retention while reducing potential effects from familiarity with the pre-test items. Both assessments included questions on vocabulary and stroke order in Chinese writing. Both groups completed the pre-test and post-test using the same paper-based writing assessment. Students in both groups were asked to handwrite the target vocabulary on paper, and the test items were identical and drawn directly from the lesson content taught (see

Table 4. Comparison of instructional approaches: experimental vs. control group.

Comparison Aspect	Experimental Group (Learning with VR)	Control Group (Traditional Learning)	Comparison
Learning Approach	Chinese reading and writing through VR	Traditional methods (textbooks, flashcards, etc.)	Both groups learn the same vocabulary content but use different teaching tools.
Vocabulary Scope	Identical vocabulary list	Identical vocabulary list	Both groups cover the same number and scope of vocabulary words.
Instructional Time	Equal session durations	Equal session durations	Both groups receive the same amount of instructional time per session.
Evaluation Method	Writing and reading quizzes through VR	Writing and reading quizzes through VR	Both groups are evaluated using identical tools to measure vocabulary retention and understanding.
Instructor	Same teacher conducting lessons	Same teacher conducting lessons	A single instructor teaches both groups to ensure consistency in delivery.
Classroom Environment	Equipped with speakers, a projector, a whiteboard, tables, chairs, air conditioning, and Wi-Fi	Equipped with speakers, a projector, a whiteboard, tables, chairs, air conditioning, and Wi-Fi	The only difference is the use of VR technology in the experimental group.
Student Profile	First-year foundational students	First-year foundational students	Both groups include students with similar demographics (age, education level, etc.).
Technology Use	VR devices (VR headsets, tablets, smartphones) for interactive learning	Minimal or no technology used	The experimental group uses VR tools, while the control group relies on traditional methods.

and

Table 5. Research timeline of the 16-week study.

Research Phase	Weeks	Activities	Description
Pre-test	Weeks 1–2	Administration of the pre-test	Both the experimental and control groups completed the same paper-based pre-test to assess baseline knowledge of Chinese vocabulary, comprehension, stroke-order accuracy in Chinese writing, recall, and retention. The test items were identical for both groups and were developed based on the course content.
Instructional Intervention	Weeks 3–8	Implementation of instructional activities	The experimental group received instruction through the designated instructional approach (e.g., learning activities supported by virtual reality: VR), while the control group received conventional instruction. Both groups were taught the same content, followed the same syllabus, and received equal instructional time to control for instructional variables.
Post-test	Weeks 9–12	Administration of the post-test	Both groups completed the same paper-based post-test to measure learning outcomes and knowledge retention. The post-test employed the same format, test items, and scoring criteria as the pre-test to ensure consistency in assessment.
Continuation of Instruction	Weeks 13–16	Regular instruction	Following the post-test, both groups continued to receive instruction in accordance with the regular course schedule to complete the 16-week academic semester.

).

To avoid students merely recalling answers, the vocabulary items were presented in a random order. This method ensures that students do not encounter the same sequence of words repeatedly. Randomizing the vocabulary items helps to minimize recall bias and provides a more accurate measure of vocabulary learning and retention (Lim & In, 2019). This process ensures the assessment accurately reflects true learning progression (Onghena, 2017).

Both groups used the same application for the testing to ensure consistent testing conditions, facilitating reliable comparisons between the groups. This approach minimizes variations in instructions, format, and data collection, allowing the research to focus on the impact of VR features compared to non-VR features. Furthermore, it simplifies data collection on learning behaviors and reduces potential confusion and anxiety by utilizing a familiar tool. A standardized, controlled environment is essential to ensure that both the experimental and control groups experience the same conditions, preserving the integrity of the experiment and minimizing initial variability. This methodology enables a more precise evaluation of the intervention’s effect (Moser, 2019) (See Figure 1).

3.3.2. RQ2

The survey was conducted to explore learners’ experiences with virtual reality (VR) in Chinese language learning, focusing on perceived learning outcomes, motivation, and the challenges they faced. The questionnaire included demographic questions on participants’ gender, Chinese Proficiency Test (HSK) level, and prior experience with Chinese learning, along with Likert-scale items to assess their perceptions of VR-based learning. In addition, a small number of open-ended questions were included to allow students to share their views and experiences in greater detail. The questionnaire was intentionally kept short and straightforward to make it easy to complete and minimize respondent fatigue, as earlier studies have shown that shorter surveys tend to elicit more accurate and reliable responses (Krosnick, 1999).

The questionnaire was developed based on a review of relevant studies on VR-supported language learning and was adapted to fit the research context, covering perceived learning outcomes, motivation, and challenges (Ozgun & Sadik, 2023). To ensure content validity, the instrument was reviewed by experts using the item–objective congruence (IOC) method. Items that did not adequately reflect the research objectives were revised or removed before the questionnaire was administered. Items rated with A were set to 1, not confident as −1, and not aligned as 0. The ratings were aggregated, and the analysis was conducted using frequency counts and percentages. The results obtained are presented in tables. Items with an IOC index of 0.5 and above were accepted as being in alignment with the objectives and content of physics, while items with an IOC index below 0.5 were rejected.

3.4. Data Analysis

For the first research question, the data were analyzed using both descriptive and inferential statistics. Several t-tests were conducted to assess the effect of the application on students’ Chinese language learning. Specifically, paired t-tests were used to compare the pre-test and post-test results within the experimental group, and independent t-tests were used to evaluate differences in outcomes between the control and experimental groups.

For the second research question, quantitative data from the closed-ended questionnaire were analyzed using descriptive statistics, namely mean and standard deviation. For the open-ended questionnaire responses, content analysis was used to systematically examine and categorize the main themes, trends, and key ideas reflected in the students’ feedback. To ensure the reliability of the analysis, three researchers were involved in the coding process. Each researcher independently analyzed and coded the open-ended responses to identify initial themes and categories. The consistency of their coding was then evaluated by comparing the results among the researchers. Any inconsistencies were discussed and resolved collectively. The final themes were determined by integrating common ideas and the various perspectives shared by participants, providing a comprehensive understanding of their experiences and opinions on the use of VR in the learning process.

4. Results

As previously mentioned, the pre-test and post-test included using a VR model and not using a VR model (non-VR group). The following section presents the statistical analyses examining the effectiveness of VR technology on students’ performance and their satisfaction.

4.1. RQ1

Table 6. Descriptive statistics for pre-test and post-test.

		Mean	N	SD
Experimental	Pre-test	8.67	30	2.155
	Post-test	12.10	30	2.040
Control	Pre-test	8.93	30	1.680
	Post-test	9.23	30	1.305

presents the descriptive statistics for pre-test and post-test scores across both experimental conditions. In the VR group, the mean score increased substantially from 8.67 (SD = 2.16) in the pre-test to 12.10 (SD = 2.04) in the post-test. In contrast, the control group showed only a slight increase, with scores rising from 8.93 (SD = 1.68) to 9.23 (SD = 1.31). These results suggest that students in the experimental group achieved greater improvement than those in the control group.

Paired-samples t-tests were conducted to examine changes in performance within each group from the pre-test to the post-test (

Table 7. Paired-samples test.

		Mean	Full Score	N	SD	T	df	Sig. (2-Tailed)
Experimental	Pre-test–Post-test	−3.433	20	30	1.612	−11.665	29	0.000
Control Group	Pre-test–Post-test	−0.300	20	30	1.579	−1.041	29	0.307

). The experimental group demonstrated a statistically significant improvement from the pre-test to the post-test: t(29) = −11.67, p < 0.001. Conversely, the control group did not exhibit significant improvement, t(29) = −1.04, p = 0.307, suggesting that traditional instructional methods alone were insufficient to produce measurable learning gains during the study period.

Independent-samples t-tests were performed to compare post-test performance between the experimental conditions (

Table 8. Independent-samples test for post-test.

		Levene’s Test for Equality of Variances		t-Test for Equality of Means
		F	Sig.	t	Df	Sig. (2-Tailed)	Mean Difference	Std. Error Difference	95% Confidence Interval of the Difference
									Lower	Upper
Experimental	Equal variances assumed	3.743	0.058	6.484	58	0.000	2.867	0.442	1.982	3.752
Control	Equal variances not assumed			6.484	49.323	0.000	2.867	0.442	1.978	3.755

). Levene’s test for equality of variances was non-significant (F (1,58) = 3.74, p = 0.058), confirming that the assumption of homogeneity of variance was met. The analysis revealed a significant difference between groups, with the experimental group scoring higher than the control group, t(58) = 6.48, p < 0.001. The mean difference between groups was 2.87 points, with a 95% confidence interval of [1.98, 3.75], indicating that the experimental group outperformed the control group by approximately 2.9 points on average.

As shown in

Table 9. Analysis of paired-samples effect sizes using Cohen’s d and Hedges’ correction for experimental and control groups.

Paired-Samples Effect Sizes
			Standardizer	Point Estimate	95% Confidence Interval
					Lower	Upper
Experimental	Pre-test–Post-test	Cohen’s d	1.612	−2.130	−2.776	−1.472
		Hedges’ correction	1.655	−2.074	−2.704	−1.433
Control	Pre-test–Post-test	Cohen’s d	1.579	−0.190	−0.550	0.173
		Hedges’ correction	1.621	−0.185	−0.535	0.168

, Cohen’s d = −2.13, with a 95% CI of [−2.776, −1.472]. The negative sign reflects that post-test scores were higher than pre-test scores. This represents a very large effect size, indicating that VR-based instruction produced substantial and meaningful improvements in student performance. Hedges’ correction = −2.07 confirms the robustness of this effect after correcting for sample size.

In contrast, the control group yielded a negligible effect size with Cohen’s d = −0.19 (95% CI [−0.550, 0.173]). This very small effect suggests only minimal gains from the pre-test to the post-test, and the confidence interval includes zero, implying that the change is not statistically reliable. Hedges’ correction is −0.185, further supporting the negligible effect.

The statistical analyses provide compelling evidence for the effectiveness of VR-based instruction. The experimental group’s effect size (d = −2.13) is dramatically larger than that of the control group (d = −0.19). While students in the experimental group experienced clear and substantial learning gains, the control group showed little to no measurable improvement.

4.2. RQ2: Quantitative

In the follow-up survey, which collected quantitative and qualitative data on learners’ experiences, students in the experimental group provided feedback on their perceptions of the intervention. Regarding the participants, 4 were male, 22 were female, and 1 was undisclosed. Most students (27 people) reported Chinese Proficiency Test (HSK) levels 1–2, with 3 at Chinese Proficiency Test (HSK) levels 3–4. Academically, 12 were from Social Sciences and 18 from Health/Natural Sciences. This demographic overview provides context for analyzing their experiences and responses.

Table 10. Descriptive statistics for the survey.

No	Items	Means	SD
1.	VR-based tasks are very interesting.	4.90	0.31
2.	The VR-supported tasks help you improve your vocabulary comprehension.	4.43	0.63
3.	The tasks within the VR environment are relevant to using the language in daily life.	4.37	0.72
4.	VR-based tasks improve my motivation for learning Chinese.	3.80	0.41
5.	When compared to traditional learning, learning through VR is more effective.	2.63	0.67
6.	I prefer learning via VR over traditional classroom instruction.	3.93	0.87

shows that learners generally held positive perceptions of VR-based tasks for Chinese language learning. Among all items, students reported the highest level of agreement with the statement regarding task interest, suggesting that the VR-based activities were highly engaging (mean = 4.90, SD = 0.31). This finding highlights the strong potential of VR to capture learners’ attention and sustain engagement during task-based learning activities.

Students also perceived clear learning benefits from the VR-supported tasks. In particular, they agreed that VR helped improve their vocabulary comprehension (mean = 4.43, SD = 0.63). Similarly, learners perceived the tasks as relevant to real-life language use (mean = 4.37, SD = 0.72), indicating that the VR environment successfully simulated authentic communicative contexts and supported practical language application.

Regarding affective outcomes, the impact of VR-based tasks on learning motivation was rated as moderate (mean = 3.80, SD = 0.41). While students generally felt more motivated when learning through VR, the motivational effect was less pronounced than their perceived interest and learning gains. When asked to compare VR-based learning with traditional instructional approaches, students expressed some uncertainty about its overall effectiveness. The mean score for this item fell below the midpoint of the scale (mean = 2.63, SD = 0.67), suggesting that learners did not yet view VR as a clear replacement for conventional classroom instruction.

Despite these reservations, students showed a relatively strong preference for VR-based learning over traditional classroom methods (mean = 3.93, SD = 0.87). This finding suggests that, although learners may still perceive limitations in VR’s effectiveness, they remain open to and supportive of its integration into Chinese language instruction.

In addition to the Likert-scale items, the survey includes multiple-choice and select-all questions.

Table 11. Students’ comments to the question “Which language skill do you feel improved the most from learning in VR? (Select more than 1 option)”.

No	Students’ Comments	English Translation
1.	อักษรจีน (Han Zi) 28	Chinese Characters (Hanzi)
2.	ความหมายของคำ 8	Vocabulary Meaning
3.	พินอิน (การออกเสียง) 7	Pinyin (Pronunciation)
4.	การสร้างประโยค 4	Sentence Construction

summarizes students’ responses to a question that allows them to select all that they think applies. The majority (28) identified Chinese character learning (Hanzi) as the most improved skill, followed by word meaning (8), pronunciation (7), and sentence construction (4).

Figure 2 and

Table 12. Students’ comments to the question “What is the greatest challenge in using VR for Chinese language learning?”.

No	Students’ Comments	English Translation
1.	ความยากลำบากในการควบคุมและโต้ตอบในสภาพแวดล้อม VR 22 = 73.33%	Difficulty in controlling and interacting within the VR environment
2.	เวียนหัวหรือไม่สบายจากการใช้ VR เป็นเวลานาน 7 = 23.33%	Experiencing dizziness or discomfort due to extended exposure to VR.
3.	อื่น ๆ (โปรดระบุ): ______________ 1 = 3.33%	Other

shows that the greatest challenge was difficulty in controlling and interacting in VR (73.33%). Another 23.33% reported dizziness or discomfort, and 3.33% listed other challenges.

Qualitative Data

Open-ended survey questions enriched the results of this study. The eight themes identified are discussed below.

Differences in Interest Levels across VR Tasks

As noted earlier, the quantitative findings show that students’ interest levels were remarkably high. They were further supported by students’ open-ended responses. Many described the VR activities as enjoyable and stimulating, as shown in Comments 1–4:

• “VR lessons are engaging and make learning Chinese more enjoyable.”
• “It feels fun and very immersive.”
• “The activities encourage me to take part and learn more.”
• “VR tasks are more appealing than regular classroom activities.”

Improvement in Students’ Vocabulary Comprehension

Several qualitative comments show improvement in students’ vocabulary comprehension. Students mentioned that the immersive VR environment helped them understand and remember vocabulary more effectively:

• “VR makes it easier for me to recall new vocabulary.”
• “I can grasp the meanings of words more clearly when I view them in VR.”
• “The visuals help me link the vocabulary to real-life contexts.”
• “Learning vocabulary through VR feels much clearer and more understandable.”

Real-Life Language Application

The qualitative evidence offers additional insights into real-life language application when VR is used. Students noted that VR enabled them to connect classroom learning with practical communication:

• “VR presents scenarios that feel very close to real life.”
• “I can see how Chinese is actually used beyond the classroom.”
• “It allows me to practice in realistic situations.”
• “I can picture myself using Chinese in real-world environments.”

These responses indicate that VR effectively links instructional content with authentic language use.

Students’ Motivation

A substantial majority of students (80%) reported that VR significantly increased their motivation to learn Chinese, while the remaining 20% indicated a moderate increase. Students’ written comments reflect a similar pattern, showing that VR made lessons more engaging and encouraged active participation:

• “VR makes the lessons more engaging and motivates me to learn.”
• “I feel more alert and focused.”
• “The immersive experience keeps me fully engaged.”
• “VR inspires me to study Chinese more actively.”

Skills Improvement

In the quantitative results, students identified the language skills that were most improved through VR activities. Students’ qualitative comments provide insight into why Hanzi writing showed the largest gains.

• “VR helps me clearly visualize the stroke order.”
• “Seeing characters in 3D makes them easier to remember.”
• “It makes understanding how to write the characters much simpler.”

Perceived Effectiveness Compared with Traditional Learning

Students were also asked to compare the effectiveness of VR tasks with traditional learning methods. The results showed that 73.33% believed VR was more effective, 16.67% viewed it as equally effective, and 10% considered it less effective.

• “VR helps me grasp concepts more quickly.”
• “It is more interactive than traditional lessons.”
• “Conventional lessons feel less engaging.”

Challenges Encountered

Students reported various challenges in using VR. The majority (73.33%) found it difficult to control or interact in the VR environment, 23.33% experienced dizziness or discomfort, and 3.33% noted other minor issues.

• “Sometimes the controls are hard to use.”
• “I feel dizzy after using the headset.”
• “It’s fun but a bit challenging to navigate.”

Students’ Preference for VR

When asked whether they preferred VR to traditional classroom instruction, 66.7% agreed (30% strongly agreed, 36.7% agreed). Another 30% selected a neutral response, while 3.3% disagreed.

“I prefer VR because it keeps me more engaged.”

“VR makes learning clearer and more enjoyable.”

“I still appreciate traditional lessons at times, but VR is more fun.”

5. Discussion

5.1. VR Enhances Vocabulary Acquisition and Character Recognition

The results of this study provide strong evidence that virtual reality (VR) can significantly improve beginner learners’ acquisition of Chinese vocabulary and recognition of Hanzi characters. Learners in the VR-supported group consistently outperformed those in the control group, supporting previous research that highlights VR’s potential to facilitate multimodal scaffolding and promote deeper cognitive processing (C. Chen & Yuan, 2023; Christopoulos et al., 2023). By offering interactive and immersive experiences, VR engages learners through visual, auditory, and kinesthetic channels simultaneously, strengthening both encoding and recall of logographic characters. This multimodal approach appears particularly effective for learners encountering Chinese for the first time, as it enables them to internalize the form and meaning of characters in a more integrated and holistic way.

5.2. Visual–Spatial Advantages of VR

VR experiences support the development of mental representations necessary for recognition and writing proficiency. These findings are consistent with prior research emphasizing the importance of spatial visualization in second-language literacy development (Xie et al., 2021; Chan, 2024). By reinforcing orthographic awareness and reducing the cognitive load associated with memorizing complex logograms, VR provides learners with a distinct advantage over traditional instructional methods.

5.3. Motivation and Engagement

This study also found that VR positively influences learners’ motivation and engagement. Participants reported that VR tasks were enjoyable, meaningful, and closely tied to real-world contexts. These findings support prior evidence that immersive technologies stimulate learners’ emotional investment and persistence in learning activities (Barrett et al., 2023; Alhalabi, 2016). Embedding vocabulary in realistic scenarios enabled learners to form semantic connections, enhancing retention and comprehension (Hoang et al., 2023; Ebadijalal & Yousofi, 2024). From the perspective of situated learning theory, such authentic contextual experiences strengthen knowledge construction by situating learning within meaningful social and environmental contexts (Hedberg & Alexander, 1994; Camacho, 1998). Consequently, VR offers pedagogical benefits that extend beyond rote memorization, making learning both relevant and effective.

5.4. Limitations in Productive Skills

Despite gains in vocabulary acquisition and recognition, the study identified uneven development between receptive and productive skills. VR environments generally emphasize recognition-based learning and exploratory interaction, providing fewer opportunities for sustained oral production or structured syntactic practice (Zhang, 2025; Harrison, 2024). This suggests that, although VR is highly effective for building foundational knowledge, it cannot fully replace traditional teaching strategies that involve human interaction, corrective feedback, and dialogic engagement. Therefore, blended instructional approaches that combine VR with conventional classroom instruction and communicative activities remain essential to ensure balanced language development.

5.5. Technical and Physiological Challenges

Some learners reported technical and physiological difficulties, including challenges in manipulating virtual objects and mild motion discomfort. These issues, commonly noted in previous VR-in-education studies, highlight the importance of careful instructional design, proper VR calibration, and user training to prevent excessive cognitive load and potential interference with learning outcomes (Ainge, 1997; Ghazali et al., 2024). Addressing these factors is crucial to maximizing learners’ engagement and ensuring that VR interventions support rather than hinder learning.

5.6. Significance for Thai Learners of Chinese

This study contributes to a relatively underexplored area by focusing on Thai learners of Chinese. Learners in this population often struggle to memorize visually complex logographic forms due to differences in script typology and orthographic patterns. Positive learner responses indicate that VR can effectively scaffold these challenges. These results align with regional studies showing that Southeast Asian learners benefit particularly from immersive technologies, as visual and contextual cues can compensate for typological differences and support learning outcomes (Dechsling et al., 2024; Christopoulos et al., 2023). These findings have practical implications for designing VR-based instructional programs tailored to learners’ needs in this context.

5.7. Implications for the Future of VR in Education

Finally, the study emphasizes VR’s broader potential in transforming language education. Beyond cognitive advantages, VR promotes emotional engagement, a sense of presence, and opportunities for exploratory and self-directed learning (Hagge, 2021; Christopoulos et al., 2023). As VR technologies become more widely accessible, their use in scenario-based, culturally immersive CFL learning experiences is likely to expand, providing students with realistic environments that reinforce both linguistic and cultural competencies. To fully realize this potential, future research should focus on integrating adaptive feedback systems, voice-recognition features, and tasks that encourage productive language use. Such developments could overcome current limitations in productive skill acquisition, ensuring that VR serves as a complementary, rather than replacement, pedagogical tool.

6. Conclusions

This study demonstrates that virtual reality (VR) can be an effective instructional tool when integrated into task-based Chinese language instruction. Students who engaged with VR-based activities showed notably greater improvement than those taught using traditional methods, particularly in vocabulary comprehension and Chinese character writing. The immersive environment appeared to enhance learners’ motivation, making the tasks more engaging and closely connected to real-life situations.

At the same time, the findings indicate that successful VR implementation requires careful planning. Technical difficulties, challenges in navigating the virtual environment, and occasional physical discomfort need to be addressed through adequate user training, thoughtfully sequenced tasks, and ergonomic design considerations. VR should be used as a complement to traditional instruction rather than a replacement, particularly for developing productive language skills that benefit from direct teacher guidance and interaction.

In conclusion, VR-supported task-based learning shows considerable promise for improving Chinese language acquisition in beginner-level classes. Future research should examine long-term retention, the development of speaking and writing fluency, and strategies for optimizing VR for diverse learner populations. When implemented with careful instructional design, VR has the potential to become a valuable and sustainable component of modern Chinese language education.