Integrating Virtual and Augmented Reality into Public Education: Opportunities and Challenges in Language Learning

Abstract

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, proposing strategies for their effective implementation in the public sector. Based on two empirical studies, findings show that VR boosts motivation and immersion but has an unclear impact on vocabulary retention, with technical limitations and cognitive overload as 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.

BibTeX

@inproceedings{voigtantons2025oc50,
  author    = {Kojić, T. and Vergari, M. and Benta, G.-M. and Krupinski, J. and Warsinke, M. and Möller, S. and Voigt-Antons, J.-N.},
  title     = {Integrating Virtual and Augmented Reality into Public Education: Opportunities and Challenges in Language Learning},
  year      = {2025},
  booktitle = {Paper presented at the International Conference on Human-Computer Interaction (HCII 2025). Gothenburg, Sweden},
  doi       = {10.1007/978-3-031-93715-6_9},
}