statistical repository Collège Jean Macé.sav

This research examines the effects of an asymmetric virtual reality (VR) application—<i>The NYC Serious Game</i>—designed to enhance English learning among French middle schoolers. Anchored in immersive learning theory and guided by frameworks from user experience (UX) design and cognitive workload assessment (NASA-TLX), the study focuses on four main areas: UX perception, learner motivation, mental effort, and students’ self-evaluated English skills and confidence. The game uses a collaborative format where only one student is immersed in the VR environment, while peers support them from outside, encouraging authentic communication and group interaction. A total of 117 students aged 13 to 15 took part in the experiment. Data were gathered using standardized instruments (AttrakDiff2 for UX, NASA-TLX for workload, and a motivation scale).