검색 상세

Artificial Intelligence Design and evaluation of an AI- and VR- based tutoring system for grammar and vocabulary practice in foreign language learning contexts

초록/요약

Artificial intelligence and immersive virtual reality offer complementary opportunities for foreign language learning. AI-based systems can support adaptive interaction, conversational practice, and personalized feedback, while VR can provide contextualized and socially engaging environments for language use. However, existing AI- and VR- supported language learning systems often address these affordances separately, and relatively little research has examined integrated systems that combine explicit instruction, controlled grammar and vocabulary practice, spoken interaction, and feedback within a single immersive learning flow. This thesis presents the design and evaluation of Grammar and Lexis in an AI-VR Environment （GLAIVE）, an adaptive AI- and VR-based tutoring system for English grammar and vocabulary acquisition. The system combines CEFR-aligned instructional content, quiz-based practice, speech-based interaction with AI-driven virtual characters, and personalized feedback generated from learners’ spoken responses. The learning flow is grounded in cognitivist, behaviorist, interactionist, and situated learning principles, supporting initial understanding, reinforcement, communicative application, and reflection within an immersive VR environment. A single-session user study was conducted with 45 university students in the Republic of Korea. The evaluation examined grammar and vocabulary learning gains, perceived learning, usability, user experience, and relationships among system evaluation and learning outcomes. Data were collected through pre- and post-tests, post-experiment questionnaires, and correlation analysis. The results showed statistically significant improvements in both grammar and vocabulary scores after using GLAIVE, with large effect sizes. Participants also reported positive perceived learning, especially in relation to improved understanding and confidence. The system received high usability and user experience ratings, suggesting that the integration of VR, speech interaction, AI-generated responses, virtual characters, and feedback did not create major barriers for learners. Correlation results indicated that usability and user experience were positively related, while learning gain was more strongly associated with baseline performance than with subjective system evaluation. Overall, the findings suggest that GLAIVE is a feasible and educationally promising prototype for AI- and VR-supported foreign language learning. The study contributes a practical model for integrating structured instruction, immersive communication, adaptive AI interaction, and personalized feedback for targeted grammar and vocabulary practice. Keywords: artificial intelligence, virtual reality, language learning, grammar, vocabulary, large language models, adaptive tutoring system, user experience.

more

목차

Chapter 1. Introduction 1
1.1 Related Work 1
1.1.1 Language learning with AI and LLM 1
1.1.2 Immersive virtual reality for language learning 4
1.1.3 Existing Work Combining AI and VR for Language Learning 7
1.2 Problems 8
1.3 Objectives of the Study 9
Chapter 2. Research Questions and Methodology 11
2.1 Research Questions 11
2.2 Development Method 12
2.3 Experiment Methodology 13
2.3.1 Environment and Device Configuration 13
2.3.2 Participants 14
2.3.3 Data Collection Instruments. 15
2.3.4 Experimental Procedure 17
2.3.5 Data Analysis Methods 17
2.3.6 Ethical Considerations 19
Chapter 3. Result 20
3.1 GLAIVE Platform Design 20
3.1.1 Design Goals 20
3.1.2 English Learning Content and Source Materials 20
3.1.3 Learning Flow 22
3.1.4 AI-Driven Conversation and Feedback 25
3.1.5 VR Environment and Avatar Interaction 27
3.1.6 Pedagogical Framework and Teaching Methods 28
3.1.7 System Architecture 30
3.2 User Experience Study Result 34
3.2.1 Demographics and English proficiency level (pre-test) 34
3.2.2 Results for the English Language Improvement 36
3.2.3 Self-perceived learning 39
3.2.4 Usability and User Experience 41
3.2.5 Relationships Among System Evaluation, Perceived Learning, Baseline Performance, and Learning Outcomes 42
Chapter 4. Discussion 45
4.1 Motivation and Contributions 45
4.2 Interpretation of the Results 49
4.2.1 User Experience Study Results 49
4.2.2 Comparison with Existing Studies 53
4.3 Implications 55
4.4 Limitations 58
Chapter 5. Conclusion 60
5.1 Summary of the Study and Results 60
5.2 Answering the Research Questions 63
5.3 Future works 64
References 66
Appendices 77
Appendix A. English Learning Content Implemented in GLAIVE 77
Appendix B. Example AI Prompts Used in GLAIVE 78
Appendix B.1. Example Avatar Conversation Prompt 78
Appendix B.2. Example Feedback Prompt 79
Appendix C. Full Spearman Correlation Matrix 80
Appendix D. Questionnaires used in the experiment 81
Appendix D.1. Pre-experiment questionnaire. Assessing participants' initial language proficiency 81
Appendix D.2. Example of the vocabulary and grammar test for the B2 level 82
Appendix D.3. Post-experiment questionnaire. Perceived learning 83
Appendix D.4. Post-experiment questionnaire. SUS 83
Appendix D.5. Post-experiment questionnaire. UEQ-S 84
Appendix E. Example of the Conversations and Feedbacks 85
Appendix E.1. Example of the Conversation and Feedback for the C1 level 85
Appendix E.2. Example of the Conversation and Feedback for the C1 level 87

more
반출 Meta View 목록