AR/VR digital storytelling in higher education foreign language instruction

Shkarban, I.V. (2025) AR/VR digital storytelling in higher education foreign language instruction Педагогіка формування творчої особистості у вищій і загальноосвітній школах (100). pp. 173-177. ISSN 1992-5786

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Abstract

The rapid proliferation of Augmented Reality (AR) and Virtual Reality (VR) technologies in educational settings has created novel opportunities for immersive, multimodal foreign language instruction. Grounded in constructivist, experiential, and sociocultural theories, this study investigates how AR/VR-enabled digital storytelling can enhance foreign language learning outcomes in higher education. The problem context arises from the need to move beyond traditional text-based or screen-based multimodal approaches toward more immersive, interactive environments that align with contemporary students’ digital literacies and motivation profiles. Empirical findings from recent literature indicate that immersive narratives in virtual or augmented settings can foster deeper vocabulary retention, pragmatic competence, speaking fluency, and critical thinking, while also sustaining emotional and behavioural engagement. Platforms such as CoSpaces Edu, Mozilla Hubs, Storyfab, and ExpeditionsPro illustrate practical implementations, enabling students to co-create virtual scenarios (e.g., simulated travel, cultural exchanges, professional role-plays) where they interact with peers, virtual agents, and digital artifacts in the target language. The article addresses challenges including technological access, usability constraints, instructor digital novice anxiety, and resistance to innovation, emphasizing the necessity for structured scaffolding, professional development, and institutional support. Implications for pedagogical design involve developing design frameworks that align AR/VR storytelling tasks with specific language objectives and assessment criteria, ensuring manageable cognitive load, and facilitating inclusive practice through mobile-based or browser-based alternatives. The study contributes to evidence-based understanding of how AR/VR digital storytelling can transform foreign language pedagogy in higher education, advancing learners’ linguistic proficiency, digital agency, and intercultural awareness.

Item Type:	Article
Uncontrolled Keywords:	Augmented Reality (AR); Virtual Reality (VR); Digital Storytelling; Immersive Learning; Multimodal Literacy; methodological innovation; modern pedagogical technologies
Subjects:	Статті у базах даних > Index Copernicus Статті у періодичних виданнях > Фахові (входять до переліку фахових, затверджений МОН) Статті у періодичних виданнях > Наукові рецензовані журнали (входять до інших баз, крім перерахованих та Google Academy, мають ISSN, DOI, індекс цитування)
Divisions:	Факультет романо-германської філології > Кафедра англійської мови та комунікації
Depositing User:	Інна Володимирівна Шкарбан
Date Deposited:	15 Oct 2025 07:51
Last Modified:	15 Oct 2025 07:51
URI:	https://elibrary.kubg.edu.ua/id/eprint/53409

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