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<p>This study investigated the effectiveness of a Virtual Reality (VR) intervention with integrated Electroencephalography (EEG) biofeedback (VR-EEG) in enhancing English as a Foreign Language (EFL) learner proficiency compared to a traditional classroom setting. Learners (<i>N</i> = 60) were randomly assigned to either the VR-EEG group or the traditional classroom group. Both groups received 60&#xa0;h of EFL instruction over four weeks. The VR-EEG group participated in VR learning environments with real-time adjustments based on their EEG data, while the traditional classroom group received conventional EFL instruction. Pre-test and post-test assessments evaluated EFL proficiency in vocabulary knowledge, grammar accuracy, speaking fluency, and learner engagement. The results revealed that the VR-EEG group demonstrated a statistically significant improvement in overall EFL proficiency, particularly in vocabulary acquisition, compared to the traditional classroom group. Additionally, the VR-EEG group reported higher levels of engagement. EEG data analysis for the VR-EEG group provided preliminary insights into the neural correlates associated with performance and engagement within the VR environment, specifically examining how alpha and beta wave activity relate to attention and cognitive processing during language learning tasks. This analysis explored the potential of EEG biofeedback to optimize learning by dynamically adjusting task difficulty and providing personalized support within the learner’s Zone of Proximal Development. These findings suggest that VR-EEG technology has promising potential as a method for enhancing EFL learner proficiency and warrants further investigation.</p>

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Combining virtual reality and EEG biofeedback for enhanced EFL learning: a sociocultural approach

  • 期刊论文

  • 发表日期：

    2025年2月8日

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  • Jing Cao,
  • Haiyan Luo

摘要

This study investigated the effectiveness of a Virtual Reality (VR) intervention with integrated Electroencephalography (EEG) biofeedback (VR-EEG) in enhancing English as a Foreign Language (EFL) learner proficiency compared to a traditional classroom setting. Learners (N = 60) were randomly assigned to either the VR-EEG group or the traditional classroom group. Both groups received 60 h of EFL instruction over four weeks. The VR-EEG group participated in VR learning environments with real-time adjustments based on their EEG data, while the traditional classroom group received conventional EFL instruction. Pre-test and post-test assessments evaluated EFL proficiency in vocabulary knowledge, grammar accuracy, speaking fluency, and learner engagement. The results revealed that the VR-EEG group demonstrated a statistically significant improvement in overall EFL proficiency, particularly in vocabulary acquisition, compared to the traditional classroom group. Additionally, the VR-EEG group reported higher levels of engagement. EEG data analysis for the VR-EEG group provided preliminary insights into the neural correlates associated with performance and engagement within the VR environment, specifically examining how alpha and beta wave activity relate to attention and cognitive processing during language learning tasks. This analysis explored the potential of EEG biofeedback to optimize learning by dynamically adjusting task difficulty and providing personalized support within the learner’s Zone of Proximal Development. These findings suggest that VR-EEG technology has promising potential as a method for enhancing EFL learner proficiency and warrants further investigation.