Virtual Reality Serious Games and Language Learning: A quasi-experimental study in an Ivorian school setting

Abstract

Background and objective : A lack of motivation towards traditional lecture-based teaching methods remains a persistent obstacle in African education systems. This study aims to assess the impact of a virtual reality (VR) serious game, enhanced with adaptive artificial intelligence, on the foreign language performance of Ivorian students. Method : A quasi-experimental single-group study (pre-test–post-test) was conducted with 68 secondary school pupils (in the second and first years of the literary stream, aged 15–17) at the Collège Moderne Mami Faitai in Abidjan. Language acquisition was measured using a validated test (Cronbach’s α = 0.78) and self-assessment (5-point Likert scale). Reaction (Level 1) and behavioural transfer (Level 3) were assessed according to the Kirkpatrick model. Pre-test–post-test differences were analysed using the Wilcoxon test for paired samples (α = 0.05). Results: The median score rose from 52% in the pre-test to 67% in the post-test (W = 189, p < 0.001, d = 0.75 [95% CI: 0.47–1.02]). Overall satisfaction stood at 4.45/5 (≈84%). Self-assessment of learning outcomes (Level 2) revealed more marked perceived gains in speaking than in writing. Behavioural transfer (Level 3) presents a mixed picture: motivation to continue is high (CE4 = 4.57/5) but frequency of use in real-life situations remains modest (FU3–FU5: 2.33–2.84/5). Conclusion : These results suggest that VR immersion combined with adaptive AI promotes language acquisition and fosters high engagement. However, the gap between immediate satisfaction and actual transfer calls for further investigation into the conditions for the sustainable use of these tools.