A systematic literature review on the use of 360-degree video-based virtual reality in English language education

Abstract

This systematic review explores the use of immersive virtual reality (VR) based on 360-degree video technology in English language education, focusing on technological tools, pedagogical affordances, and their impact on language learning outcomes. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework, 30 studies published between 2015 and December 2024 were analyzed. The findings indicate that 360-degree VR environments support vocabulary acquisition, reduce speaking anxiety, and foster learner engagement, especially in productive skills like speaking and writing, due to their interactive and contextual nature. However, results on listening skills were mixed, with some studies noting cognitive overload and distraction in immersive settings. Common tools included head-mounted displays, 360-degree cameras, and platforms like Google Tour Creator, which enabled realistic simulations. Despite these benefits, challenges such as high implementation costs, technical limitations, and the complexity of content creation were noted. Suggested solutions include the use of standardized assessment tools, clearer technical guidelines, and increased institutional collaboration. Overall, 360-degree VR holds considerable promise for enhancing English language learning, provided it is supported by effective pedagogical integration and adequate technical infrastructure.