الفرص والتحديات في استخدام الواقع الافتراضي كوسيلة لتعلم اللغة العربية

Abstract

This study aims to conduct an in-depth examination of the challenges and opportunities involved in implementing Virtual Reality (VR) technology as an innovative medium for Arabic language learning. In line with the ongoing digital transformation in education, VR technology is considered capable of providing immersive, interactive, and contextual learning experiences that can enhance Arabic language skills, both receptive and productive. This study employs a qualitative descriptive approach, with data collected through interviews, observations, and literature reviews on various VR implementation practices within language learning contexts. Data analysis was conducted qualitatively by interpreting field findings to identify the enabling and inhibiting factors influencing the use of VR in Arabic language education. The findings reveal that the integration of VR holds significant potential for creating authentic and engaging learning environments, increasing student participation and motivation, and offering educational experiences that closely resemble real-life contexts. However, its implementation continues to face several challenges, including limited technological resources, insufficient digital literacy among teachers, and a lack of VR-based instructional materials specifically aligned with Arabic language learning objectives. Overall, this research offers both theoretical and practical contributions to the future development of Arabic language education, particularly in designing adaptive instructional strategies that respond to technological advancements and the demands of twenty-first-century learning.