fNIRS evidence for enhanced brain activity during task-based Arabic learning in virtual reality

Significance: As one of the world's most widely spoken languages, Arabic holds immense cultural and geopolitical importance, but traditional teaching methods often fall short in preparing learners for real-life interaction. Virtual reality (VR) and task-based language teaching (TBLT) offer promising, immersive alternatives, but the neurobiological mechanisms underlying their effectiveness remain unclear. Understanding these mechanisms can inform second language pedagogy. Aim: This study investigated whether immersive, task-based Arabic vocabulary learning in VR elicits stronger brain activity and superior learning outcomes than traditional lecture-style instruction. Approach: Twelve English-dominant adults with no prior Arabic knowledge were randomly assigned to VR or traditional learning groups. Participants completed receptive and productive vocabulary pre- and posttests while cortical activity was recorded using functional near-infrared spectroscopy (fNIRS). fNIRS signals were preprocessed and compared across groups. Results: Both groups showed significant pre-to-post gains in receptive vocabulary scores. However, the VR group exhibited significantly greater improvements in productive performance (p = 0.002). fNIRS analyses revealed consistently higher hemodynamic variability in prefrontal (Broca's area), parietal and superior temporal (Wernicke's area) regions for The VR group during learning and subsequent tests, indicating greater brain activity. Conclusions: VR-mediated TBLT enhances cortical activation and productive Arabic performance compared with traditional instruction, offering neurobiological evidence for immersive technologies in language learning.