Quasi-experimental design revealed significant improvements in language skills using augmented reality and virtual reality applications.
The role of virtual and augmented reality technologies is being emphasized more and more in various fields, including education, healthcare, sports, military, art and design, and entertainment. In particular, the implementation of these technologies in language classes is on the rise. This study sought to examine the influence of virtual and augmented reality applications on the reading, writing, listening, and speaking skills of learners studying Turkish as a foreign language. The study employed a pre-test post-test control group quasi-experimental design and involved the participation of 30 university students. Language teaching was conducted with the experimental group using virtual and augmented reality technologies, while the control group received language teaching without the use of these technologies. Descriptive statistics and Two-Way ANOVA for Mixed Measures were used to analyze the data. The results showed a significant difference in the total skill score of reading, listening, writing, speaking skills, and the four language skills between the students in the two groups from pre-test to post-test. Therefore, it was concluded that being in different treatment groups and the repeated measures factors have a significant common effect on the total skill score of reading, listening, writing, speaking skills, and the four language skills.
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İNALÖZ et al. (2025) studied this question.