This study explores the relationship between Indigenous language acquisition and culturally relevant virtual learning environments. Utilizing a modified Stimulus-Organism-Response framework, the research compares the impact of culturally relevant and non-culturally relevant virtual environments on cognitive load, emotional responses, and language learning efficacy. Sixty participants experienced one of two virtual environments while learning vocabulary in Bodwéwadmimwen (the Potawatomi language). Data was collected through language assessments and surveys evaluating cognitive load, sense of presence, and emotional states (pleasure, arousal, and dominance).

Results indicate that CRD environments significantly enhance emotional engagement, with participants reporting higher levels of pleasure and arousal compared to those in non-CRD settings. These emotional responses are crucial in fostering participants' willingness to engage with the learning environment, thus potentially improving language acquisition outcomes. However, no significant difference in cognitive load was observed between CRD and non-CRD environments, suggesting that the design's cultural relevance does not adversely impact the mental effort required for learning. The study's findings highlight the importance of incorporating cultural relevance in virtual learning environments to support Indigenous language preservation. By enhancing emotional engagement through culturally relevant design, these environments offer a promising approach to creating more effective and engaging educational experiences. The implications extend to the design of virtual reality-based educational tools, emphasizing the need for culturally sensitive approaches in developing instructional materials for endangered languages.

This research underscores the importance of culturally relevant design in virtual learning environments and its potential to support Indigenous language preservation. By enhancing emotional engagement, these environments may offer more effective and engaging educational experiences. The study provides insights for future research and practical applications in the development of culturally sensitive educational tools and environments.