Developing Virtual Reality-facilitated Artificial Intelligence-driven Instructor for English Grammar Acquisition

This study reports the experimental design and preliminary results of a virtual reality (VR)-based learning product on students’ intrinsic motivation and English grammar acquisition. We developed a VR product equipped with artificial intelligence (AI) that serves as an instructor, called English Adventure, to facilitate an English grammar course. The course is guided by self-determination theory (SDT), which aims to enhance learner intrinsic motivation and learning engagement. Diverse instructional strategies (e.g., game elements and collaborative learning) were incorporated into VR scenarios to satisfy students’ basic psychological needs of autonomy, competence, and relatedness. A mixed-methods approach was employed, combining quantitative data from pre- and post-tests with qualitative insights from individual semi-structured interviews with 20 postgraduate students. The research design underscores the integration of VR technology and AI interaction to address challenges in conventional grammar instruction. Our research findings indicate that the use of the VR-facilitated AI-driven instructor can significantly enhance students’ grammatical mastery. However, the impact on their intrinsic motivation demonstrates a multidimensional variant contingent on many factors, such as students’ profiles, course design, and instructor facilitation. Furthermore, our research suggests that the implementation of VR products in language education is hindered by technological limitations and individual differences, resulting in a contentious evaluation of their effectiveness. These findings position VR as a valuable supplement to traditional grammar education, provided technical and ergonomic challenges are addressed to optimize learner experiences.