Kinesthetic language learning: Embodied cognition, second language acquisition and its future in VR

Lead Author: Linhao Ye

Additional authors: Daisy Abbott

Timetable: ,

Description:

Virtual reality (VR) is a platform with a lot of potential for kinesthetic language learning i.e., language learning facilitated through bodily movement. Recent research has suggested that kinesthetic language learning in VR warrants further investigation, as it has the potential to generate positive impacts on language education.(Vázquez et al., 2018; Parmaxi, 2023; Schnitzer et al., 2025) As an emerging technology, hand tracking (Hand Tracking 2.3 on Meta Quest, 2024; HTC, 2025) offers more intuitive forms of input that may reduce users’ cognitive burden in understanding how to operate the technology, —an important factor that has been identified as hindering language learning in virtual reality (Parmaxi, 2023; Çakır, 2024).

13 minutes: Warm-up games
Two short games involving bodily movement are designed to help participants quickly engage with the session and experience the expressive potential of embodied performance.
Game 1: “Explain Without Words”
Participants draw a set of words related to the concept of “into the woods”. Each participant takes turns expressing one word using bodily movement only, while the rest of the group attempts to guess the word. The first person to answer correctly, together with the performer, receives a point. Each performance is limited to 30 seconds.
Game 2: Motion Telephone Game
A motion-based version of the telephone game using some secret phrases. Each group of participants will stand in a line. The first participant uses body movements to act out a secret phrase for the next participant. Each subsequent participant does the same, passing on the motion. When it reach the final participant, they must guess the secret phrase based on the bodily information they receive. Participants observe how meaning shifts or breaks down during embodied transmission and identify where miscommunication occurs.

3 minutes: Introduction to kinesthetic learning theory
A brief overview of kinesthetic learning, including its theoretical background and historical development.

7 minutes: Kinesthetic language learning practice
Participants are divided into two groups (Group A and Group B).
Group A learns five Chinese characters through kinesthetic methods.
Group B learns five Chinese characters using conventional flashcards.
After completing the task, the two groups switch methods and learn five different characters.

15 minutes: Reflection
Following the activity, several guiding questions are provided for open discussion. Participants are invited to note down key words or phrases from their reflections. At the end of this segment, selected participants will be invited to share their experiences with the group.
Reflection Questions:
Which of the two learning methods did you prefer?
If you preferred the kinesthetic approach, in what ways did it enhance your learning? If not, why?
Have you previously had experiences of learning through bodily movement? How did it work?

7 minutes: Introduction to VR hand tracking
A brief introduction to VR hand-tracking technology will be provided, accompanied by a short demonstration. The discussion will focus on its potential applications in future language learning contexts. If time permits, participants may be invited to try the technology themselves.

References, web links and other resources:

Vázquez, C., Xia, L., Aikawa, T., & Maes, P. (2018, July). Words in motion: Kinesthetic language learning in virtual reality. In 2018 IEEE 18th International Conference on advanced learning technologies (ICALT) (pp. 272-276). IEEE.
Parmaxi, A. (2023). Virtual reality in language learning: A systematic review and implications for research and practice. Interactive learning environments, 31(1), 172-184.
Schnitzer, B., Bader, E., Caserman, P., Crocco, G., & Korn, O. (2025, November). Engaging Low-Literate Adults Through Game-Based Virtual Reality. In Joint International Conference on Serious Games (pp. 51-69). Cham: Springer Nature Switzerland.
Çakır, N. (2024). Virtual reality games in foreign language education: A systematic review. Language Education and Technology, 4(1).

hand-tracking by meta:
https://m.youtube.com/watch?v=0yx4V1655eA

hand tracking by htc vive:
https://www.vive.com/uk/support/focus3/category_howto/hand-tracking.html