Exploring the Potential of Mixed Reality in Enhancing Language Acquisition for EFL Children

Mixed Reality (MR) technology has demonstrated its effectiveness in enhancing education, particularly in task-based training and the visualization of spatial concepts. This study examines the feasibility of using MR to assist EFL (English as a Foreign Language) children in learning English vocabulary and collocations. By analyzing different teaching methodologies, we identify two suitable strategies for MR-based instruction and develop two prototypes: Spelland and VerbVenture. Spelland uses situated learning to help children explore everyday objects and learn vocabulary through context, practicing pronunciation and spelling to earn letters for building new words and creating virtual objects. VerbVenture employs embodied learning to help children understand verb-noun collocations by interacting with virtual scenarios and performing actions, reinforcing word-object-action connections. We conduct a pilot study with EFL children to evaluate these prototypes, providing insights for further refinement and development of MR-based EFL learning applications.