研究人員利用虛擬實境（VR）提升詞彙學習的成效，這是學習外語的首要且最重要的步驟，然而目前尚未有研究專注於詞彙中的詞性部分。本研究探討了基於球形視頻的虛擬實境（SVVR）對英語作為外語（EFL）學生詞彙學習、記憶以及認知負荷的影響。總共40名大學生被隨機分配到控制組（傳統學習）和實驗組（SVVR學習）。在沉浸式虛擬實境環境中建構了四個VR場景，其中包括詞彙項目、詞性（名詞、動詞、形容詞）、定義、例句和虛擬角色。實驗組的學生通過使用移動渲染的頭戴式顯示器（HMD）與SVVR環境互動來學習這些詞彙項目，而控制組則通過紙質講義學習相同的材料。通過詞彙測試和半結構化訪談收集了數據。結果顯示，儘管兩組在後測成績上沒有差異，SVVR組在保持成績上得分較高，表明SVVR對詞彙記憶有顯著影響。名詞的保持得分最高，其次是形容詞，然後是動詞。研究發現，高度沉浸和互動的環境有助於名詞和形容詞的保持，而使用虛擬角色有助於動詞的保持。此外，結果還顯示，實驗組的認知負荷得分顯著低於控制組，這表明SVVR能減輕學生在同時視覺和書面輸入方面的認知需求。基於研究結果，提出了教學意涵。

Researchers have utilized virtual reality (VR) to increase the performance of vocabulary acquisition, the first and most important step of learning a foreign language, but none have focused on the parts of speech in the vocabulary. This study examined the effects of spherical video-based virtual reality (SVVR) in English as a Foreign Language (EFL) students’ vocabulary learning and retention in different parts of speech, and cognitive load. A total of 40 college students were randomly assigned to a control group (traditional learning) and an experiment group (SVVR learning). A total of four VR scenes were constructed in the immersive VR environments where vocabulary items, their parts of speech (i.e., noun, verb, adjective), definitions, example sentences and virtual avatars were incorporated. Students in the experimental group learned those vocabulary items by using mobile rendered head mounted displays (HMD) to interact with the SVVR environment, while the control group learned the same materials through paper handouts. Data were collected through vocabulary tests and semi-structured interviews. Results showed that although the two groups did not differ in post-test scores, the SVVR group scored higher in retention scores, indicating that SVVR had a significant impact on vocabulary memorization. Noun retention was the highest, followed by adjective retention, then verb retention. It was discovered that the high immersive and interactive environment contributed to noun and adjective retention, and the use of virtual avatars for verb retention. In addition, the results revealed that the scores of cognitive loads in the experimental group were significantly lower than those from the control group, suggesting that SVVR could ease students’ cognitive demand of simultaneous visual and written inputs. Based on the findings, pedagogical implications are proposed.

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