{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,23]],"date-time":"2026-03-23T18:42:28Z","timestamp":1774291348071,"version":"3.50.1"},"reference-count":68,"publisher":"MDPI AG","issue":"5","license":[{"start":{"date-parts":[[2021,5,7]],"date-time":"2021-05-07T00:00:00Z","timestamp":1620345600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Education Sciences"],"abstract":"<jats:p>Virtual reality has shown to have great potential as an educational tool when it comes to new learning methods. With the growth and dissemination of this technology, there is a massive opportunity for teachers to add this technology to their methods of teaching a second\/foreign language, since students keep showing a growing interest in new technologies. This systematic review of empirical research aims at understanding whether the use of gaming strategies in virtual reality is beneficial for the learning of a second\/foreign language or not. Results show that more than half of the articles proved that virtual reality technologies with gaming strategies can be used to learn a foreign language. It was also found that \u201clearning\u201d was the most evaluated dependent variable among the chosen records, augmented reality was the leading technology used, primary education and lower secondary was the most researched school stages, and the most used language to evaluate the use of gamified technology was by far the English language. Given the lack of directed investigation, it is recommended to use these technologies to support second language learning and not entirely replace traditional approaches. A research agenda is also proposed by the authors.<\/jats:p>","DOI":"10.3390\/educsci11050222","type":"journal-article","created":{"date-parts":[[2021,5,7]],"date-time":"2021-05-07T10:06:12Z","timestamp":1620381972000},"page":"222","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":73,"title":["Foreign Language Learning Gamification Using Virtual Reality\u2014A Systematic Review of Empirical Research"],"prefix":"10.3390","volume":"11","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-4146-017X","authenticated-orcid":false,"given":"Rafael Darque","family":"Pinto","sequence":"first","affiliation":[{"name":"Department of Engineering, University of Tr\u00e1s-os-Montes and Alto Douro, 5001-801 Vila Real, Portugal"},{"name":"INESC TEC, 4200-465 Porto, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-5645-8147","authenticated-orcid":false,"given":"Bruno","family":"Peixoto","sequence":"additional","affiliation":[{"name":"Department of Engineering, University of Tr\u00e1s-os-Montes and Alto Douro, 5001-801 Vila Real, Portugal"},{"name":"INESC TEC, 4200-465 Porto, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4050-3473","authenticated-orcid":false,"given":"Miguel","family":"Melo","sequence":"additional","affiliation":[{"name":"INESC TEC, 4200-465 Porto, Portugal"}]},{"given":"Luciana","family":"Cabral","sequence":"additional","affiliation":[{"name":"CITCEM, Faculty of Letters, The University of Porto, 4150-564 Porto, Portugal"},{"name":"The Polytechnic Institute of Bragan\u00e7a, 5300-253 Bragan\u00e7a, Portugal"}]},{"given":"Maximino","family":"Bessa","sequence":"additional","affiliation":[{"name":"Department of Engineering, University of Tr\u00e1s-os-Montes and Alto Douro, 5001-801 Vila Real, Portugal"},{"name":"INESC TEC, 4200-465 Porto, Portugal"}]}],"member":"1968","published-online":{"date-parts":[[2021,5,7]]},"reference":[{"key":"ref_1","unstructured":"Setiyadi, A. 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