| Sumario: | Background: Conventional language learning methods primarily focus on reading, writing, speaking and listening, which may be abstract for some students. Bilingual learning improves language fluency and oral communication skills, while art education fosters students' perception and expressive abilities, allowing them to deepen their language acquisition through visualisation. Visual art, through elements such as imagery, colour and composition, makes language learning more engaging and intuitive. The exploratory and hands‐on nature of artistic creation further facilitates students' natural use of language, enhancing their expressive abilities. However, classrooms and art exhibitions are constrained by space and resources, limiting students' opportunities for direct engagement with art. Objectives: This study compared the effects of a virtual reality game‐assisted inquiry learning (VRG‐IBL) approach with a mobile game‐assisted inquiry‐based learning (MG‐IBL) approach on students' artworks, motivation and self‐efficacy. Methods: An experiment was conducted with two elementary school classes in central Taiwan, comparing VRG‐IBL and MG‐IBL under equivalent instructional content. Results: The results indicated that students in the VRG‐IBL group demonstrated superior academic performance and learning motivation. Moreover, the VRG‐IBL approach benefited the students' self‐efficacy with initial moderate and high self‐efficacy. Conclusions: The VRG‐IBL approach enables students to repeatedly practice language skills and engage in artistic creation within an immersive environment, significantly enhancing their learning outcomes. This learning approach offers an innovative and practical approach to bilingual visual arts education, enriching students' learning experiences and language proficiency. Practitioner Notes: What is already known about this topic ○Virtual reality (VR) can create immersive learning environments that enhance students' engagement, motivation and experiential understanding.○Integrating bilingual learning and visual arts education helps improve students' language proficiency, creative thinking and expressive skills○Game‐based and inquiry‐based learning approaches are effective in promoting learning outcomes and fostering student‐centred explorationWhat this paper adds ○An innovative VR game‐assisted inquiry‐based learning (VRG‐IBL) approach is proposed to support bilingual visual arts instruction in primary education.○The VRG‐IBL approach significantly improves students' artistic performance, learning motivation and self‐efficacy compared with mobile game‐based inquiry learning (MG‐IBL).○The immersive and interactive nature of VR enables students to repeatedly practice language skills while engaging in creative art‐making processes.Implications for practice and/or policy ○It is potentially worth integrating the VRG‐IBL approach into bilingual visual arts education to enhance learners' engagement, creativity and language application○The VRG‐IBL approach provides a low‐cost and scalable solution to simulate real‐world art environments for creative and language‐rich learning.○This approach can be implemented in school settings to promote interdisciplinary learning and support students in developing both visual and linguistic literacies
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