Online flipped learning using video conferencing and virtual reality: A comparative study

Abstract

Online flipped learning is widely used in foreign language education, including in fully online contexts. Past research has relied on video conferencing tools such as Zoom for facilitating online interaction, and alternative platforms such as virtual reality (VR) remain underexplored. This quasi-experimental study compared two online flipped learning environments, one using the video conferencing app Zoom and the other a WebVR platform. Volunteer Japanese university students participated in a multi-week video-based course on small talk skills for EFL learners. Each week, participants watched two videos and engaged in one-hour online sessions involving group discussions, mini-quizzes, and pair-based small talk practice. The Zoom group (N=30) and the VR group (N=25) received the same instructional content. VR participants received additional training and tutorial videos on platform navigation, avatar creation, and communication. Student interactions were recorded and rated at three points, and both groups completed engagement and anxiety surveys and focus group interviews. Findings showed significant improvement in small talk skills across both groups, with no major differences in learning gains, engagement or anxiety. While Zoom was familiar and user-friendly, student reactions to VR were mixed, highlighting both immersive benefits and usability challenges. The study contributes to the growing literature on synchronous online language learning by demonstrating that VR environments may support learning outcomes comparable to video conferencing platforms while also highlighting pedagogical and technological constraints.