가상현실 기반 영어학습에서 자막 제공이 학습자의 학습몰입, 인지부하, 학습성취에 미치는 영향 = Effects of subtitles on flow, cognitive load, and learning achievement in virtual reality-based EFL learning

다국어 초록 (Multilingual Abstract)

Virtual reality (VR) provides immersive environments that facilitate authentic language experiences for English as a Foreign Language (EFL) learners. While subtitles have been widely used as instructional aids in multimedia learning, their effects in VR-based contexts remain unclear. This study examined how subtitle provision influences learners’ flow, cognitive load, and learning achievement in VR-based English learning. A VR job interview scenario was designed with two stages: video viewing and interview practice. Thirty-eight university students (19 with subtitles, 19 without) participated. Mixed-design repeated-measures MANOVA was conducted with subtitle condition as a between-subjects factor and learning stage as a within-subjects factor. Flow significantly increased from the viewing to the practice stage, particularly in pleasure, telepresence, and attention, but no significant differences were found between subtitle conditions.
Cognitive load also differed across stages: mental effort and perceived difficulty increased, whereas self-assessment and perceived ease of use decreased. Subtitles had no significant effects on any subfactor of flow or cognitive load. Furthermore, no group differences emerged in learning achievement, measured by pronunciation, grammatical accuracy, fluency, and response appropriateness. These findings suggest that interactivity in VR tasks plays a more crucial role than subtitles in shaping learners’ psychological and cognitive experiences, offering implications for VR-based EFL instructional design.