The effects of VR, AI and robotics on children’s motivation towards English language learning: an inclusive intervention

Abstract

The range of technologies available for language learning has expanded significantly, requiring educators to integrate these tools into well-structured, flexible, and systematic lesson designs that address diverse student needs. In recent decades, multimedia content such as audio, video, and specialized instructional software have been widely used in language education to provide authentic, real-world contexts that foster communicative competence. While these resources remain prevalent, more advanced technologies that extend beyond basic multimedia – such as virtual reality (VR), artificial intelligence (AI), coding, and robotics – are gradually entering the educational landscape. This paper presents a pilot study involving five English as a Foreign Language (EFL) lessons for children, in which VR, AI, coding, and robotic tools were employed. The activities were designed with an emphasis on inclusivity, particularly given the participation of eight pupils with Special Educational Needs (SEN), who often face unique challenges and motivational barriers in EFL learning. Data collected through two questionnaires revealed that students’ perceptions of both (i) the usefulness of technology in language learning and (ii) their engagement levels due to these technological tools were notably positive. Classroom observations and participant feedback further suggest that VR (CoSpaces) and educational robotics (Ozobot) are especially well-suited for inclusive lesson design, as they facilitate cooperative learning, with hardware serving as effective “mediators” to support group-based activities.