Enhancing preschool language learning through AI, virtual reality, and gesture-based approaches

Despite the widespread use of traditional language development activities such as storytelling, phonics, and rhymes, limited empirical research has examined the impact of emerging technologies on early childhood language acquisition. This study, thus, explores the need to understand how AI-powered storytelling, immersive virtual reality (VR) and gesture-based word mapping influence preschoolers’ language learning. The specific objectives of the study were to evaluate the effects of AI-powered storytelling on vocabulary development, assess the impact of VR language experiences on verbal expression and comprehension, and determine the effectiveness of gesture-based word mapping on word recall and sentence construction. Guided by the socio-cultural theory of learning, the study employed a quasi-experimental design involving 60 preschool children divided into experimental and control groups, with data collected through pre- and post-tests, classroom observations, and gesture-based assessments. The study found that AI-powered storytelling significantly enhanced vocabulary acquisition, immersive VR experiences improved verbal expression and comprehension, and gesture-based word mapping strengthened word recall and sentence construction. The study concluded that integrating these technologies with early childhood language instruction promoted more engaging and effective learning outcomes. The study contributed to existing knowledge by demonstrating the practical benefits of combining AI, VR, and gesture-based approaches in preschool language education.