Engaging Senior Learners with Virtual Reality and Exploring Gender Differences in English Vocabulary Acquisition

This study investigates the effects of Virtual Reality (VR) on enhancing English vocabulary acquisition among senior learners, focusing on gender differences and user perceptions. A total of 36 participants (24 females, 12 males) aged 65 and above engaged in a five-week VR-based learning program using the 720° VR Shulin Public Market Guiding System. A pre-test and post-test design was employed, with vocabulary proficiency assessed using the Vocabulary Knowledge Scale (VKS). The findings indicate that VR significantly improved vocabulary acquisition, with female participants outperforming their male counterparts, likely due to the content's relevance to their daily lives. Additionally, participants appreciated the immersive nature of VR but reported challenges, including the lack of real-time guidance and technical difficulties. Statistical analyses, including t-tests and ANCOVA, demonstrated a significant gender effect, with VR learning outcomes influenced by prior vocabulary knowledge. These insights suggest that while VR is a promising tool, its effectiveness could be enhanced with improved instructional support, user-friendly designs, and adaptive learning features to accommodate different learning needs.