Ai-generated Animated Visuals And Their Effect On Efl Learning Outcomes: A Systematic Review With Pedagogical Implications For Practice
Keywords:
AI-generated animations, AI in education, digital learning, EFL education, instructional technology, multimodal learning, systematic review, visualisation toolsAbstract
In an era marked by the rise of modern technological instructional trends, AI-generated animated visuals have emerged as significant tools within pedagogical domains. Nonetheless, their academic exploration remains limited with no comprehensive analytical document consolidating current findings. Accordingly, this systematic review identifies the types of these tools that are commonly used, then investigates their effectiveness in EFL learning environments, focusing on improving language learning outcomes and providing pedagogical implications. Following PRISMA 2020 methodology, this paper synthesises 11 open-access manuscripts published between 2020 and 2025, sourced from academic databases; Google Scholar, ERIC, and ScienceDirect. Results highlight the positive impact of AI-generated animated visuals on vocabulary acquisition and retention, listening comprehension, writing fluency, and learner engagement, immersion and motivation. Key challenges include teacher training and overreliance on technology. Implications for practice are provided for educators and policymakers in Algerian higher educational contexts. Eventually, AI-generated animated visuals represent a valuable innovation in EFL instruction, and their integration should be considered as a strategic priority within the Algerian higher education, especially amid the accelerating shift toward digital learning environments.
References
Alshumaimeri, N. Y., & Mazher, N. N. (2023). Augmented reality in teaching and learning English as a foreign language: A systematic review and meta-analysis. World Journal of Advanced Research and Reviews, 19(1), 1093–1098. https://doi.org/10.30574/wjarr.2023.19.1.1324
Ariya, P., Khanchai, S., Intawong, K., & Puritat, K. (2025). Enhancing textile heritage engagement through generative AI-based virtual assistants in virtual reality museums. Computers & Education X Reality, 7, 100112. https://doi.org/10.1016/j.cexr.2025.100112
Bamanger, E. (2025). Augmented reality in EFL education: transforming high school student achievement through interactive learning tools. The Journal of Technology Studies, 50(1), 30–41. https://doi.org/10.21061/jts.439
Belda-Medina, J. R., & Goddard, A. (2024). AI-driven digital storytelling: A strategy for creating English as a foreign language (EFL) materials. International Journal of Linguistics, Literature and Translation, 7(1), 117–124. https://doi.org/10.32996/ijls.2024.4.1.4
Bonner, E., & Reinders, H. (2018). Augmented and virtual reality in the language classroom: practical ideas. Teaching English With Technology, 18(3),33–53. http://cejsh.icm.edu.pl/cejsh/element/bwmeta1.element.desklight-6735710d-366c-4fc2-8f90-6428e5234c8e/c/ARTICLE3.pdf
Çakır, N. (2024). Virtual reality games in foreign language education: a systematic review. Language Education & Technology (LET Journal), 4(1), 13-37.
Chen, E., Lin, C. ., Tang, X., Xi, . A. ., Wang, C., Lin, J., & Koedinger, . K. R. . (2025). Vtutor: an open-source SDK for generative AI-powered animated pedagogical agents with multi-media output. ArXiv. https://doi.org/10.48550/arXiv.2502.04103
Chen, E., Tang, X., Xi, A., Lin, C., Borchers, C., Gupta, S., Lin, J., & Koedinger, K. R. (2025). Demo of VTutor for high-impact tutoring at scale: a real-time multi-screen tutor support system with P2P connections. In Proceedings of the Twelfth ACM Conference on Learning @ Scale, Palermo Italy July 21 - 23, 2025. (pp. 398–400). https://doi.org/10.1145/3698205.3733920
Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3, 149–210. https://doi.org/10.1007/bf01320076
Dai, C., & Ke, F. (2022). Educational applications of artificial intelligence in simulation-based learning: A systematic mapping review. Computers and Education Artificial Intelligence, 3, 100087. https://doi.org/10.1016/j.caeai.2022.100087
Ece, Ç., Balkan, Ö., & Dinçer, N. (2023). Immersive Virtual Reality In Tertiary Level Efl Education: A Systematic Review Of Recent Applications. Innovational Research in ELT, 4(2), 59–69. https://doi.org/10.29329/irelt.2023.623.6
Elmahdi, O. E. H., AbdAlgane, M., & Balla, A. A. S. (2024). AI’s role in EFL: optimizing opportunities while mitigating risks. International Journal of Linguistics, Literature and Translation, 7(10), 21-37. https://doi.org/10.32996/ijllt.2024.7.10.4
Fadillah, R., & Bariyyah, N. A. (2024). Implementation of the use of artificial intelligent (AI) based animation media to enhance vocabulary lintening skills of elementary school student. SHS Web of Conferences, 202, 06004. https://doi.org/10.1051/shsconf/202420206004
Garaicoa Silva, G. A., Zambrano Pachay, J. F., Barreno Solórzano, G. A., & Castro Tomalá, C. A. (2025). Efectividad de los dibujos animados de Meta para fomentar el vocabulario del inglés como lengua extranjera en una escuela primaria ecuatoriana [Effectiveness of animated drawings by Meta for fostering EFL vocabulary in an Ecuadorian primary school]. Pol. Con., 10(5), 2914–2928.
Guan, L., Lee, J. C., Zhang, Y. E., & Gu, M. M. (2025). Towards a holistic integration of AI in EFL education: A mixed method empirical study. Computers and Education: Artificial Intelligence, 8, 100384. https://doi.org/10.1016/j.caeai.2025.100384
Haddaway, N. R., Page, M. J., Pritchard, C. C., & McGuinness, L. A. (2022). PRISMA2020: An R package and Shiny app for producing PRISMA 2020-compliant flow diagrams, with interactivity for optimised digital transparency and Open Synthesis. Campbell Systematic Reviews, 18(2), e1230. https://doi.org/10.1002/cl2.1230
Hoe, X. Y., Hamizan, L. a. A., Aliff, A. a. M., Hannan, Z. N., Anissma, N. I. N., & Maslawati, M. (2024). A systematic literature review on augmented reality in game-based learning for English as a second language. The English Teacher, 53(2), 124–134. https://doi.org/10.52696/grvs1279
Hongfei, W. (2025). Learners’ perceptions of generative AI in Chinese language learning: a pilot study in irish higher education. Journal of Studies in Language, Culture, and Society (JSLCS), 8(1), 79-92.
Hossain, K., & Deb, J. (2025). A case study on integrating AI in making an animation movie. International Journal for Multidisciplinary Research, 7(2). https://doi.org/10.36948/ijfmr.2025.v07i02.38374
Huang, X., Zou, D., Cheng, G., & Xie, H. (2021). A systematic review of AR and VR enhanced language learning. Sustainability, 13(9), 4639. https://doi.org/10.3390/su13094639
Kamalov, F., Calonge, D. S., & Gurrib, I. (2023b). New era of artificial intelligence in education: towards a sustainable multifaceted revolution. Sustainability, 15(16), 12451. https://doi.org/10.3390/su151612451
Kaşkaya, A., & Ateş, Ş. (2025). The effect of artificial intelligence-supported visualization applications on students writing disposition in the creative writing process. Journal of Pedagogical Research. 9(2), 5-21. https://doi.org/10.33902/jpr.202531916
Khamis, H., Khairudin, M. K., Jantan, A. H., Roslan, N. A., & Abdullah, L. N. (2024). Systematic review of adapting immersive technology in enhancing teaching and learning for students in higher education. Journal of Advanced Research in Applied Sciences and Engineering Technology, 61 (3), 130–145. https://doi.org/10.37934/araset.63.1.130145
Kim, R. (2024). Comparative analysis of AI-generated and human-made instructional videos: Effects on learning English caused-motion constructions by Korean high school EFL learners. Multimedia-Assisted Language Learning, 27(4), 179–199. https://doi.org/10.15702/mall.2024.27.4.179
Lampropoulos, G., & Kinshuk, N. (2024). Virtual reality and gamification in education: a systematic review. Educational Technology Research and Development, 72, 1691–1785. https://doi.org/10.1007/s11423-024-10351-3
Leiker, D. ., Gyllen, A. R., Eldesouky, I. ., & Cukurova, M. (2023). Generative AI for learning: Investigating the potential of synthetic learning videos. ArXiv. https://doi.org/10.48550/arXiv.2304.03784
Majid, S. N. A., & Salam, A. R. (2021). A systematic review of augmented reality applications in language learning. International Journal of Emerging Technologies in Learning (iJET), 16(10), 18–34. https://doi.org/10.3991/ijet.v16i10.17273
Miranda, S., & Vegliante, R. (2025). Leveraging AI-generated virtual speakers to enhance multilingual e-learning experiences. Information, 16(2), 132. https://www.mdpi.com/2078-2489/16/2/132
Mishra, N. D. S. (2020). Applications of artificial intelligence in education. In Artificial Intelligence in Education Revolutionizing Learning and Teaching. (pp. 9-17) https://doi.org/10.25215/9358094575.02
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., . . . Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 2021;372:n71. https://doi.org/10.1136/bmj.n71
Pataquiva, F. D. P. F., & Klimova, B. (2022). A systematic review of virtual reality in the acquisition of second language. International Journal of Emerging Technologies in Learning, 17(15), 43–53. https://doi.org/10.3991/ijet.v17i15.31781
Pitura, J., Kaplan-Rakowski, R., & Asotska-Wierzba, Y. (2024). The VR-AI–assisted simulation for content knowledge application in pre-service EFL teacher training. TechTrends. 69, 100-110, https://doi.org/10.1007/s11528-024-01022-4
Ratican, J., Hutson, J., & Wright, A. (2023). A proposed meta-reality immersive development pipeline: generative AI models and extended reality (XR) content for the metaverse. Journal of Intelligent Learning Systems and Applications, 15(01), 24–35. https://doi.org/10.4236/jilsa.2023.151002
Saab, J. M., & Abu Melhem, A. W. (2025). The impact of artificial intelligence tools on vocabulary learning of students at the Islamic university of Lebanon. Journal of Studies in Language, Culture, and Society (JSLCS), 8(2), 360-376.
Tang, M., & Chen, Y. (2024). AI and animated character design: efficiency, creativity, interactivity. The Frontiers of Society Science and Technology, 6(1), 117-123. https://doi.org/10.25236/fsst.2024.060120
Tsang, S., Miao, R. ., Xiao, J., & Xiong, H. (2025). AnimAlte: designing AI-infused cartoon videos to improve pre-schoolers’ language learning with family engagement at home. ArXiv. https://doi.org/10.48550/arXiv.2502.12526
Ünal Tüfekçioğlu, G. (2024). The impact of using artificial intelligence generated text-to-speech avatars on learning in video-based trainings [Master’s thesis, Middle East Technical University]. https://hdl.handle.net/11511/109769
Wan Shamsuddin, W. N. F., Nik Mohd Alwi, N. A., & Masrom, U. K. (2024). How virtual reality transforms english classrooms: a systematic literature review. International Journal of Language Education and Applied Linguistics, 14(2), 70-80. https://doi.org/10.15282/ijleal.v14i2.10857
Woo, D. J., Guo, K., & Susanto, H. (2024). Exploring EFL students’ prompt engineering in human–AI story writing: an activity theory perspective. Interactive Learning Environments, 33(1), 863-882. https://doi.org/10.1080/10494820.2024.2361381
Zaim, M., Arsyad, S., Waluyo, B., Ardi, H., Hafizh, M. A., Zakiyah, M., Syafitri, W., Nusi, A., & Hardiah, M. (2024). AI-powered EFL pedagogy: integrating generative ai into university teaching preparation through UTAUT and activity theory. Computers and Education Artificial Intelligence, 7, 100335. https://doi.org/10.1016/j.caeai.2024.100335
Zou, B., Wang, C., He, H., Li, C., Purwanto, E., & Wang, P. (2025). Enhancing EFL writing with visualised GenAI feedback: A cognitive affective theory of learning perspective on revision quality, emotional response, and human-computer interaction. Learning and Motivation, 91, 102158. https://doi.org/10.1016/j.lmot.2025.102158
