Spatial memory and immersive technologies. New potential for L2 learning experiences

Enfoque

Experimental technological artefacts for immersive instruction have been actively developed in the last years both in academia and industry and gradually became popularised among digitally-minded users. Up to date, little is known about the benefits of the use of immersive technology in second-language vocabulary retention; however, it has become a focus for short-term and long-term recall (Vazquez et al., 2018; Gupta, 2016) and motivation (Parmaxi, Stylianou and Zaphiris, 2017). Target (non-native) vocabulary acquisition via reading, flashcards, and computer-assisted or mobile-assisted contexts has been widely discussed in academia (Kern, 1989; Barcroft, 2004; Nation, 2005; Cobb, 2007; Lan, 2013; Larchen Costuchen, 2020) with some of the authors emphasizing on the exploration of new tools that could provide an immersive surrogate to the real world (Lan, 2015; Mohsen &  Alangari, 2023). The aim of this study was to evaluate the efficiency of the didactic use of spatial memory (cognitive ability to memorize locations) in combination with augmented and virtual technology for foreign language learning over the last 10 years (from 2013 to 2023) in comparison to their conventional alternatives; a systematic literature review (SLR) was used as the research method. The results are presented in the form of a synthesis of quantitative and qualitative findings in a tabular format. The finding reveal that combining spatial memory with immersive technologies holds new potential for L2 learning experiences as the experimental method links linguistic concepts to specific spatial locations and situations, thus creating a more engaging learning experience that takes advantage of both cognitive abilities and technological advances.