Integrating Virtual and Augmented Reality into Public Education: Opportunities and Challenges in Language Learning
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arXiv
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| Auteurs principaux: | , , , , , , |
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| Format: | Preprint |
| Publié: |
2026
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| _version_ | 1866915849201254400 |
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| author | Kojić, Tanja Vergari, Maurizio Benta, Giulia-Marielena Krupinski, Joy Warsinke, Maximilian Möller, Sebastian Voigt-Antons, Jan-Niklas |
| author_facet | Kojić, Tanja Vergari, Maurizio Benta, Giulia-Marielena Krupinski, Joy Warsinke, Maximilian Möller, Sebastian Voigt-Antons, Jan-Niklas |
| contents | Virtual Reality (VR) and Augmented Reality (AR) are emerging as transformative tools in education, offering new possibilities for engagement and immersion. This paper explores their potential in language learning within public education, focusing on their ability to enhance traditional schooling methods and address existing educational gaps. The integration of VR and AR in schools, however, is not without challenges, including usability, technical barriers, and the alignment of these technologies with existing curricula. Drawing on two empirical studies, this work investigates the opportunities and challenges of VR- and AR-assisted language learning and proposes strategies for their effective implementation in the public sector. The findings show that VR increases motivation and immersion but has an unclear impact on vocabulary retention, with technical limitations and cognitive overload identified as key challenges. AR enhances contextual learning and accessibility but faces usability constraints and limited personalization. To facilitate effective adoption, this paper recommends improving interface design, reducing cognitive load, increasing adaptability, and ensuring adequate infrastructure and teacher training. Overcoming these barriers will enable a more effective integration of immersive technologies in language education. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2603_08970 |
| institution | arXiv |
| publishDate | 2026 |
| record_format | arxiv |
| spellingShingle | Integrating Virtual and Augmented Reality into Public Education: Opportunities and Challenges in Language Learning Kojić, Tanja Vergari, Maurizio Benta, Giulia-Marielena Krupinski, Joy Warsinke, Maximilian Möller, Sebastian Voigt-Antons, Jan-Niklas Human-Computer Interaction Virtual Reality (VR) and Augmented Reality (AR) are emerging as transformative tools in education, offering new possibilities for engagement and immersion. This paper explores their potential in language learning within public education, focusing on their ability to enhance traditional schooling methods and address existing educational gaps. The integration of VR and AR in schools, however, is not without challenges, including usability, technical barriers, and the alignment of these technologies with existing curricula. Drawing on two empirical studies, this work investigates the opportunities and challenges of VR- and AR-assisted language learning and proposes strategies for their effective implementation in the public sector. The findings show that VR increases motivation and immersion but has an unclear impact on vocabulary retention, with technical limitations and cognitive overload identified as key challenges. AR enhances contextual learning and accessibility but faces usability constraints and limited personalization. To facilitate effective adoption, this paper recommends improving interface design, reducing cognitive load, increasing adaptability, and ensuring adequate infrastructure and teacher training. Overcoming these barriers will enable a more effective integration of immersive technologies in language education. |
| title | Integrating Virtual and Augmented Reality into Public Education: Opportunities and Challenges in Language Learning |
| topic | Human-Computer Interaction |
| url | https://arxiv.org/abs/2603.08970 |