ISEDJ

Abstract: This exploratory study examines how immersive virtual reality (IVR) can support world language acquisition in middle school classrooms. Seventh- and eighth-grade Spanish students used head-mounted display (HMD) headsets with the ImmerseMe platform to practice conversational interactions in simulated, authentic settings. To interpret learners’ experiences, the study applied the Cognitive Affective Model of Immersive Learning (CAMIL), which positions presence and agency as key affordances shaping affective and cognitive outcomes. CAMIL was adapted for adolescent learners by organizing six factors (interest, motivation, self-efficacy, embodiment, cognitive load, and self-regulation) into three developmentally appropriate domains. Data were collected through student surveys and teacher observations and analyzed thematically using the adapted model. Students reported high levels of social and physical presence, moderate motivation, and increased confidence in pronunciation. However, limited agency within the platform and intermittent technical barriers reduced engagement and, at times, contributed to cognitive overload. Overall, findings indicate that IVR can strengthen engagement and perceived learning in middle school language instruction when presence is paired with meaningful learner agency and when implementation reduces friction and supports autonomy. This study contributes an adapted CAMIL framework for younger learners and offers design and deployment implications for IVR in K–12 education.

Download this article: ISEDJ - V25 N1 Page 55.pdf

Recommended Citation: Loughlin, E., Mentzer, K., (2027). Adapting CAMIL for K–12 World Language Learning: A Qualitative Study of Immersive VR in Middle School Spanish. Information Systems Education Journal 25(1) pp 55-65. https://doi.org/10.62273/DIWX3099