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In spite of the potential merit of technology-enhanced education in offering an innovative educational game in the arena of English teaching and learning, they have not garnered much momentum in terms of practical research, particularly in ELT speaking domain and their potential role in the Covid-19 pandemic and post-pandemic eras. This constitutes a substantial gap in the extant corpus of literature, which will be addressed in the current study by exploring the short- and long-term impacts of immersive virtual reality  and space team ESL games on the speaking abilities of Iranian EFL learners. To this light, 54 basic EFL students from private language institutions in Urmia were selected through convenience sampling and an intact group design. Three classes were randomly exposed to two treatments, encompassing virtual reality, space team, and a control group receiving traditional instruction. The participants were pre-tested with the IELTS speaking test before receiving the treatment, and the same instrument was utilized for post-tests and delayed post-tests. In contrast to the traditional group, the results demonstrated that both immersive virtual reality and space team games enhanced students' short- and long-term oral performance. The findings of this study could be well-regarded as an important proposal for considering game-based instruction as an integral component of ELT classrooms and a technique for promoting language proficiency in non-native contexts.In spite of the potential merit of technology-enhanced education in offering an innovative educational game in the arena of English teaching and learning, they have not garnered much momentum in terms of practical research, particularly in ELT speaking domain and their potential role in the Covid-19 pandemic and post-pandemic eras. This constitutes a substantial gap in the extant corpus of literature, which will be addressed in the current study by exploring the short- and long-term impacts of immersive virtual reality  and space team ESL games on the speaking abilities of Iranian EFL learners. To this light, 54 basic EFL students from private language institutions in Urmia were selected through convenience sampling and an intact group design. Three classes were randomly exposed to two treatments, encompassing virtual reality, space team, and a control group receiving traditional instruction. The participants were pre-tested with the IELTS speaking test before receiving the treatment, and the same instrument was utilized for post-tests and delayed post-tests. In contrast to the traditional group, the results demonstrated that both immersive virtual reality and space team games enhanced students' short- and long-term oral performance. The findings of this study could be well-regarded as an important proposal for considering game-based instruction as an integral component of ELT classrooms and a technique for promoting language proficiency in non-native contexts.
 

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In this study, Virtual Reality (VR) was employed in an English course intended to promote oral presentation skills in Iranian academia, and the possible impact of the course on learners’ self-efficacy regarding presenting, Foreign Language Anxiety (FLA), and speaking skills was investigated. Eight participants attended a 6-session course, and practiced academic oral presentation in a virtually simulated environment. Prior to the course, semi-structured interviews were administered; in addition, participants’ weekly reflection notes and self-assessments were gathered throughout the course. Moreover, post-course semi-structured interviews and written follow-up interviews were conducted afterward. The findings revealed that the learners reported higher levels of self-efficacy regarding presenting after the course, due to a perceived improvement in their presenting style, as well as their presentation content and slides. Additionally, the course had contributed to lowering the learners’ FLA due to presence in the Immersive Learning Environment (ILE), ample practice opportunities, and collaborative avatar interactions. Moreover, the learners mentioned that the course had helped them to improve their speaking skills due to academic vocabulary expansion, pronunciation enhancement, fluency upgrade, and grammatical adjustment. The findings can provide insights for language educators with regard to the use of virtual reality for simultaneously fostering language and academic skills, as well as facilitating internationalization in higher education.

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Aims: How to design spaces in cities can have different effects on citizens. The objectives of this study can be to examine the impact of biophilic urban space on the stress of people.
Methods: The research method is quasi-experimental. The statistical population of the study consists of 20 bachelor and master students in the field of architecture and urban planning at Tabriz University of Islamic Arts in the academic year 1400. First, students' health was identified using a call announcement and a demographic questionnaire, and these individuals were quantified for stress with the help of a smart wristband while viewing images of biophilic and non-biophilic urban spaces with the help of virtual reality glasses.
Findings: Analysis of the results shows that the average change in stress of individuals while viewing non-biophilic images was approximately 5/2 units higher than biophilic ones in the second minute. p-Value is significant between individuals with education in biophilic state and rest in 1 minute and non-biophilic in 2 minutes. The difference between stress number in non-biophilic state and biophilic in 2 minutes is significant (p-value = 023/0) and shows the positive effect of biophilic approach on reducing stress that this efficiency can be considered in the design of future urban spaces.
Conclusion: Special attention of urban designers on the structure of spaces and the use of extraction measures from the biophilic model in different scales cause the design or organization of spaces that significantly reduce the stress of people living in cities

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The study of insect morphology has recently benefited greatly from the emergence of new digital imaging and analysis technologies such as X-ray Micro-computed tomography (μ-CT), digital 3D reconstruction, and animation. Through interactive gaming and virtual reality, the external morphology of insects can be studied by a broad audience of both entomologists and non-specialists. EntomonVR is a serious game designed to investigate the external morphology of insects with adequate quality for the virtual reality platform. In this research, we discuss the advantages of virtual reality, introduce the EntomonVR new educational game, and conclude about future perspectives, validations, and cost-effectiveness. We tested this game on 25 participants with an entomological background for assessment and improved it based on their feedback. This study demonstrates the efficacy of virtual reality technology for an experimental learning environment in teaching the morphology of insects and the crucial need for advancing an efficient and interactive educational program.

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Aims: Teaching infection prevention and control to millennial nursing students is a challenge. This study aimed to develop a virtual reality head-mounted display to teach millennial nursing students about infection prevention and control related to catheter-associated urinary tract infections.
Instrument & Methods: This study used the analysis, design, development, implementation, and evaluation (ADDIE) model. Using the User Experience Questionnaire (UEQ), 115 nursing students at the College of Health Sciences at Karsa Husada Garut, West Java Province, Indonesia selected using purposive sampling, were evaluated. The data obtained were analyzed with UEQ Data Analysis Tool version 10.
Findings: The designed program showed excellent attractiveness, clarity, efficiency, accuracy, stimulation, and novelty, with mean values of 2.26 (95%CI: 2.162-2.362), 2.30 (95%CI: 2.167-2.425), 1.89 (95%CI: 1.646-2.139), 1.88 (95%CI: 1.536-2.225), 1.72 (95%CI: 1.304-2.127), and 1.61 (95%CI: 1.225-1.990), respectively.
Conclusions: The infection prevention and control program on the virtual reality display is excellent in terms of attractiveness, clarity, efficiency, accuracy, stimulation, and novelty, making it suitable for millennial nursing students.

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This study made an attempt to investigate the impacts of Virtual Reality on  Iranian young Foreign Language learners’ pronunciation, aged between 6 to 12 years (Low-intermediate Level) in Tehran, Iran. To this aim, after taking a pronunciation pre-test through Speech ace Browser, 18 students participated in the study and  were divided into two groups in order to be controlled better in their performance. The Virtual Reality Game (VR Games) given by a teacher was designed with a humanoid robot in virtual environments  and all of the pronunciation items were measured in words consisting of vowel /ɪ/ and /i/ and vowel /ʊ/ and /u/. The researchers taught learners the items in 10 ninety-minute-long sessions (twice a week) through the VR games and helped them learn efficaciously the items by different pronunciation activities. Finally, the researchers administered the post-test and the paired-samples t-test was conducted to examine a potential relationship between the pretest and the posttest of the group. The findings of the study showed that there was a significant relationship between these two times of testing. Overall, the results revealed that VR has been very influential and useful in creating an efficient and pleasurable English learning environment. This study has some implications for technology-based education and language teaching through educational games

 
1. Introduction
During the past years, communication is addressed as an essential goal in language learning and teaching (Cook, 2016). Although communication is an end for every teacher and learner in native and non-native contexts, there are various amount of challenges in the path of language learning (Cohen, 2014). As previous studies have mentioned the role of meaningfull communication in language conversations and face to face interactions (Ali, 2016; Burgess & Spencer, 2000; Cook, 2016), teachers and learners are trying to find a way to create meaningful and understandable way of communication (Al-Zayed, 2017; Cruttenden, 2014). As Al-Zayed (2017) maintained, one of the factors of meaningful communication can be the result of the combination between vocabulary knowledge and appropriate level of pronunciation. Therefore, pronunciation can be identified as a challenging component for language learners all around the world especially in non-native countries (EFL/ESL). In other words, pronunciation is ignored during past years by many teachers and learners because teaching and mastery of it can be recognized as a complex and hard task (Cook, 2016). Moreover, non-native countries experience lack of access to native-like pronunciation and corrective feedbacks from native speakers and listeners. In other side, with the advancement of technology and advancement in computer assisted language learning (CALL) programs in language education, creating immersive and virtual environments come true for language learners and teachers to be placed in these environments (Chik, 2014; Chiu, 2017; Lawrence & Ahmed, 2020). To explain it clear, virtual reality assisted language learning can be introduced as an appropriate way for teachers and learners to teach and learn pronunciation beucause these virtual environments can make the language learning experience in virtual or immersive way.
Based on the mentioned problems in pronunciation in language education and improvement in CALL, this study tried to investigate the impacts of VR based pronunciation training in terms of VRAPT (Virtual Reality Assisted Pronunciation Training) for the first time in related literature. In line with this goal, following research question was raised by researchers to examine whether VRAPT can improve the pronunciation of young EFL learners.
Research Question
 Does VR have any significant impact on the pronunciation of young EFL learners (from pre-test to post-test)?
 
2. Literature Review
2.1. Pronunciation Training through Technologies (From Computer to Virtual Environments)
After the advent of using computers, computer softwares, as well as mobile applications for language teaching, researchers and linguists have succeeded in incorporating humanoid robots into the realm of teaching of English  or   Robot-Assisted Language Learning (Alemi, Meghdari & Ghazisaeidi, 2014). These robots can influence the many aspects of linguistics or even  psychology by teaching a language. For example, Alemi, Meghdari, Ghazisaedy (2015) with the use of a humanoid robot as a teaching assistant  in teaching English assessed the level of anxiety and attitude of about 46 female students in English language classes. The result indicated that the use of a robot in the classroom could be very entertaining and enhanced learning more effectively.
VRALL is combination of virtual reality and robot assisted language learning. In fact, linguists use this technology to create virtual and unrealistic environments similar to lessons and training environments (Lin & Lan, 2015).
What is considered as VRAPT in this study is type of classroom in which VR technologies assisted as teacher assistant to improve the EFL learners’ pronunciation.
 
3. Methodology
In order to conduct the current study, the following steps were undertaken.
Pre-test Phase
At the outset of the study, given the fact that the pronunciation variable was assumed to be dynamic and uncontrollable, All the students’(18 girls and boys) initial mastery over pronunciation was measured. This was done through speech recognition browser (SpeechAce) in two categories of vowel /ɪ/ and /i/ and vowel /ʊ/ and /u/ in simple words and sentences with the aim of being close to the native tune-up. Additionally, after collecting this information, the needs and level of the participants were examined through the percentage of native-like pronunciation that the software gave to the researcher; therefore their level was determined for the game because this sounds absolutely essential and games should fit with the proficiency level of learners. The children were monitored by the teacher and the game specialist at Sharif University of Technology and  their pronunciation was continually recorded.
Treatment Phase
In the VR group, students were able to play 10 sessions of ninety minutes with virtual reality and a game designed for this type of training. The beginning of each session, new topics were taught by the teacher and then a game or practice of virtual reality was used. During these sessions, learners were able to learn the pronunciation of different words from different  scenarios such as hobbies, colors, fruits, jobs, sports, body parts, toys, jobs, animals, foods, and birthday, etc where each scenario was specifically designed and created in a fully 3D environment.
Post-test Phase
After presenting the class and receiving 10 ninety-minute-long sessions, the participating learners were tested again through the Speech ace Software to collect the posttest information, and then the results were compared.
 
4. Results
In order to achieve the purpose of the study,  first descriptive statistics was run as shown in Table 1.The students in the posttest (M = 6.01, SD = 1.08) had a better performance, as against that of theirs in the pretest (M = 3.64, SD = .81).

Table 1. Descriptive statistics of two testing times of students ( N= 18 )
		Mean	N	Std. Deviation	Std. Error Mean
VRAPT	Pretest	3.64	18.00	0.81	0.19
	Posttest	6.01	18.00	1.08	0.25

 
Moreover, the paired-samples t-tests was run as shown in Table 2 which indicated that there was a significant difference between pretest and posttest of students, t (17) = -13.41, p = .00, with the Cohen’s effect size value being 2.47, which can be considered as a very high effect size.
 

Table 2. Paired-Samples t-test
		Paired Differences				t	df	Sig. (2-tailed)
		Mean	Std. Deviation	95% Confidence Interval of the Difference
				Lower	Upper
	Pretest and Posttest	-2.37	.75	-2.75	-2.00	-13.41	17.00	.00

 
The results from the pretest to the posttest revealed that there was a significant difference between the gains of  these students in terms of pronunciation.This efficiency could be attributed to different factors like ‘authenticity’, ‘motivation’ and ‘repetition’. Therefore, VR had the potency to inspire and motivate the participants in order to perform better in pronunciation and they could have better performance in communication. Based on this, VR can make the path of meaningful communication shorter and can be used in language classrooms to help teachers and learners

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Aims: The development of virtual reality is increasingly vital in the field of education, aligning with the current digital era. It aims to cater to students’ preferences, enhancing their interest in education by offering a comfortable and immersive digital experience. The growth of virtual reality-based educational tools in the digital age is significantly influenced by technological advancements that affect students’ engagement in learning. Therefore, utilizing virtual reality as an instructional medium to enhance student learning outcomes represents a substantial and positive contribution to the educational process. This research aimed to develop multimedia learning based on digital VR to enhance students’ skills in delivery service.
Instrument & Methods: This descriptive study employed the research and development approach and followed the Analysis, Design, Development, Implementation, and Evaluation development model (ADDIE), which includes analysis, design, development, implementation, and evaluation stages. The subjects were 53 third-semester students from the DIII Midwifery Study Program. Data collection techniques included observation, questionnaire distribution, and testing. All data analyses were performed using SPSS 16.0.
Findings: Virtual reality was successfully transformed into an effective learning medium. Both material experts (89%) and media experts (90%) agreed on the suitability of this medium for educational purposes. Furthermore, students’ learning outcomes showed significant improvement after undergoing virtual reality-based training in childbirth assistance.
Conclusion: Virtual reality media is a fitting and efficient tool for enhancing student learning outcomes.
 

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Aims: This study investigated the impact of virtual reality-based health education on preventing gestational diabetes mellitus among first-trimester pregnant women in South Kalimantan, Indonesia.
Materials & Methods: This pre-experimental study, using a one-group pre-post-test design, was conducted on 120 respondents who were selected through accidental sampling. Participants completed a structured questionnaire to assess their knowledge of gestational diabetes mellitus prevention. The questionnaire underwent a validation process involving expert reviews and a pilot test with 30 participants, resulting in a content validity index of 0.85, indicating strong agreement among experts. Data analysis was performed using SPSS 21 software, employing the Wilcoxon signed-rank test at a significance level of α=0.05.
Findings: There was a significant improvement in knowledge levels post-intervention. The mean knowledge score increased from 13.75±3.2 before the intervention to 18.20±2.9 after the intervention, reflecting a percentage increase of 49.6%. The Wilcoxon test result (p=0.0001) and the effect size of 1.56, indicated a large effect of virtual reality-based health education on improving knowledge about gestational diabetes mellitus prevention among participants.
Conclusion: Virtual reality-based health education effectively increases pregnant women’s knowledge about preventing GDM.