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This action research created an application system using robots as a tool for training English-language tour guides. It combined artificial intelligence (AI) and virtual reality (VR) technologies to develop content for tours and a 3D VR environment using the AI Unity plug-in for programming. Students learned to orally interact with the robot and act as a guide to various destinations. The qualitative methods included observation, interviews, and self-reporting of learning outcomes. Two students voluntarily participated in the study. The intervention lasted for ten weeks. The results indicated the teaching effectiveness of robot-assisted language learning (RALL). The students acknowledged the value of RALL and had positive attitudes toward it. The contextualized VR learning environment increased their motivation and engagement in learning, and students perceived that RALL could help develop autonomy, enhance interaction, and provide an active learning experience. The implications of the study are that RALL has potential and that it provides an alternative learning opportunity for students. [ABSTRACT FROM AUTHOR]

Various studies over the past few decades have been exploring the educational advantages and potential of virtual reality (VR) and the idea that students engage with their learning materials more effectively when using their own devices. This study uses a newly created VR game-based English mobile learning application and investigates student English learning effectiveness, student game engagement, and self-regulated learning from a cognitive and psychological perspective. In total, 274 students from a Taiwan university of science and technology participated in this study. Statistical results indicate that both game engagement and game experience were significantly influenced by self-efficacy, intrinsic value, and test anxiety. Immersion, flow, and presence enhanced self-efficacy while absorption and immersion enhanced self-regulation. Self-efficacy and self-regulation affected each other. Student self-regulation in the learning environment was at a moderate level. The results imply that the interaction feature of the VR application and the challenges of game-based design enable students to enter the state of flow easily and enhance their motivation to learn. • Game engagement and game experience were significantly influenced by self-efficacy, intrinsic value, and test anxiety. • Student perceptions of immersion and absorption enhanced self-regulated learning. • Student perceptions of immersion, flow, and presence enhanced self-efficacy. • Self-efficacy and self regulation affected each other in mobile game-based virtual reality environment. • Student self-regulated leaning was at a moderate level. [ABSTRACT FROM AUTHOR]