This study charts immersive technology-supported English language learning from a socio-technical systems perspective informed by cybernetics. Bibliometric analysis of 230 Web of Science Core Collection articles (2021–2025) examined research trends, thematic structures, intellectual connections, and emerging priorities. Keyword co-occurrence revealed four themes: virtual reality-supported language acquisition and technology acceptance, game-based augmented reality pedagogy, experiential and collaborative learning, and language performance and affective factors. Bibliographic coupling identified three intellectual streams: virtual reality-supported instruction and learner experience, mobile and game-based augmented reality, and speaking interaction and affective experience. Keyword bursts suggested a shift from performance toward pedagogical integration, learner perceptions, and anxiety. Synthesizing these findings, the study proposes a five-dimensional socio-technical framework encompassing technological environments, pedagogical integration, learner participation, affective experience, and language learning outcomes. Three potential mediation pathways are proposed for empirical testing. Cybernetic feedback may inform pedagogical adjustments through learner experiences and outcomes, with potential relevance to quality education.
Flow experience and gaming addiction are central to understanding player engagement and spending. This study proposes and tests an integrated model linking flow, online gaming addiction, and purchase intention for in-game virtual goods. Data from 483 gamers were analyzed using covariance-based structural equation modeling. Results confirm that flow positively influences purchase intention both directly and indirectly through addiction, which functions as a partial mediator. Multi-group analysis reveals the core model is robust across gender and engagement level, although the indirect pathway via addiction is stronger among experienced players, while light users show greater sensitivity to engagement-driven consumption. These findings clarify how immersive experiences translate into economic behavior, identify vulnerable user segments, and inform game designers, marketers, and policymakers concerned with responsible monetization.
This study investigates the design of virtual reality simulation environments for multimedia art education through a 2 × 2 within-subjects experiment (n = 40). Participants experienced four conditions varying in scene complexity (simple/complex) and color temperature (warm/cool). Results show that complex scenes enhanced spatial presence but increased cognitive load, while warm colors boosted positive affect and learning motivation. Presence positively predicted learning outcomes, yet cognitive load did not moderate this relationship. These findings support a triangular balance framework for virtual reality simulation design, offering evidence-based guidelines for game-based immersive learning environments in art education.
Rope-knot craft technology is an important intangible cultural heritage in China. At present, its digital inheritance mostly stays in shallow display, and it is difficult to convey deep cultural connotation and operational logic. Therefore, this paper explores the role of artificial intelligence (AI) narration in the digital inheritance of rope-knot craft technology and promotes users' understanding and cultural identity through knowledge structuring, narrative situation construction, interactive feedback, and content iteration.
In the digital economy, vocational art design education suffers from inadequate creativity, weak industry linkage, and simplistic evaluation. This study develops a dual-modal generative evaluation engine using vision-language models and low-rank adaptation (LoRA) lightweight fine-tuning. With a curriculum-competency-post knowledge graph embedded with Myers-Briggs type indicator (MBTI) traits and market adaptation indicators, it achieves dynamic curriculum arrangement and accurate coach-student matching. Integrated with Few-Shot Diffusion generation, multi-agent grouping, and extended reality (XR) adaptive rendering, an immersive simulation training framework is constructed. Practical verification proves this model effectively enhances students’ design competence and industry adaptability, providing a replicable paradigm for school-enterprise cooperation. Key implementation norms are summarized to support the development of immersive simulation-based art design education.
