This mixed-methods study investigates the impact of augmented reality (AR) on the development of intercultural competence and L2 (second language) learning motivation among Chinese English as a Foreign Language (EFL) learners. The research comprised forty-eight intermediate-level learners who were randomly assigned to either an experimental group, receiving AR-based language instruction, or a control group, receiving traditional instruction.Both groups underwent pre- and post-tests to assess their intercultural competence and L2 learning motivation. The experimental group engaged with an AR application, which exposed learners to a variety of cultural scenarios, customs, and norms.The results indicate that the experimental group, exposed to AR-based instruction, demonstrated significantly higher levels of intercultural competence and L2 learning motivation in comparison to the control group.Qualitative data analysis further elucidated that AR-based instruction enhanced learners’ engagement, motivation, and deepened their cultural understanding. This study highlights the potential of augmented reality as a powerful tool for fostering the development of intercultural competence and L2 learning motivation within the EFL context, suggesting promising opportunities for innovative pedagogical approaches in language education. TraditiAR provides EFL students with cutting-edge audiovisual opportunities for learning and allows them to communicate with simulated information in real-world contexts which can lead to more immediate recall and improved comprehension of the learning material and motivation . On the More specifically, previous research has addressed the role of AR in enhancing English language learners’ intercultural competence, their language learning motivation, and their positive perceptions toward AR language learning environments. For instance, Although the idea of ubiquitous learning  has recently become widely recognized , the useAre there any significant differences between AR and non-AR classes in developing EFL learners’ intercultural competence and L2 learning motivation?What are the perceptions of EFL learners toward the impact of AR on their intercultural competence and L2 learning motivation?This study bridges this gap by examining the interplay between AR, intercultural competence, and L2 motivation—a triad that introduces unexplored dynamics and enriches the discourse on technology-driven language acquisition. In an increasingly interconnected world, the significance of intercultural competence for L2 learners is undeniable . Our stuIn addition, central to our study’s distinctiveness is the innovative use of a custom-developed AR application. This application emerges as a conduit for cultural awareness and intercultural competence, crafting a holistic learning experience. Its distinctiveness lies in its dedication to infusing cultural richness into every aspect of learning, transcending the confines of language to cultivate adeptness in navigating cross-cultural interactions.Also, our methodological fusion emerges as a distinguishing element. By employing a mixed methods approach, we unearth a deeper understanding of AR’s impact on intercultural competence and L2 learning motivation. Moreover, the demographics of our study participants—a group of undergraduate college students in China—add yet another layer of uniqueness to our research. This demographic, often characterized by intrinsic challenges in motivation towards English language communication and intercultural competence, defies initial expectations. Our findings, which highlight the engaging and motivating impact of AR on these participants, might reframe assumptions and underscore the dynamic nature of technology-enhanced language learning.2.2.1.The present study’s interactive cultural activities in both groups are grounded in In recent years, the rapid evolution of technology has introduced fresh possibilities for embedding Vygotsky’s principles within educational contexts . While tFurthermore, modern educational technology, including Augmented Reality (AR), expands the horizons of collaborative learning . AR offeIn the evolving landscape of technology-enhanced learning, the fusion of Vygotsky’s social constructivism with contemporary digital tools accentuates the importance of collaborative interactions, co-constructed knowledge, and ZPD attainment through technology-mediated means . By embr2.2.AR is conceptualized as “a situation in which a real-world context is dynamically overlaid with coherent location or context-sensitive virtual information” , p. 205.A substantial body of studies has examined the role of AR in second and foreign language contexts . KaracanIn a similar vein, In a similar vein, The AR pop-up book is another option for helping students link the gap between the digital and physical worlds. By moving the book via the webcam and using detection—a two-dimensional pattern that carries information tied to the book page—students can use the AR pop-up book. Some studies have also focused on the role of AR in enhancing learners’ intercultural competence ,b. For i2.3.Building upon the existing body of knowledge, a thorough exploration of the similarities and differences between AR-based learning and game-based learning technologies unveils interactions, shared traits, and distinct features that significantly shape the learning experience. AR dynamically merges real-world contexts with virtual information, resulting in a dynamic blend that enhances perception through digital data . On the In the ever-evolving realm of mobile technologies, the convergence of AR and gamification takes center stage, exemplified by interactive platforms such as smartphones and tablets . Within Comparatively, game-based learning, rooted in gamification principles, taps into the natural motivational allure of games to facilitate educational advancement. This approach adeptly incorporates educational content into the fabric of game narratives, fostering engagement, participation, and skill development . This syBoth AR-based learning and game-based learning harness interactivity and immersive experiences to cultivate learners’ motivation and dedication to learning . Rooted Nevertheless, AR surpasses its counterpart by enriching real-world contexts with virtual information, allowing for a deeper understanding of cultural intricacies and language application within genuine scenarios . Convers2.4.In the L2 domain, the learning process extends far beyond the mere acquisition of grammatical rules and vocabulary. In the increasingly interconnected world nowadays, achieving fluency in a foreign language is intimately intertwined with the ability to comprehend and navigate diverse cultural landscapes . Beyond Intercultural competence goes beyond the domain of linguistic prowess, delving into the realms of cultural sensitivity, awareness, and adaptability . Within The profound interrelationship between culture and language acquisition has been eloquently emphasized by Critical to effective intercultural communication, intercultural competence transcends mere linguistic mastery. To amplify intercultural competence, L2 education must transcend its traditional focus solely on linguistic proficiency. In the assessment of intercultural competence, Interactant respect, a fundamental metric, assesses participants’ embrace of respect and open-mindedness when interacting with individuals from diverse cultural backgrounds. It deals with the demeanor and approach individuals adopt when engaging with others, underscoring the significance of mutual respect in fostering intercultural harmony . MessageIdentity maintenance, another facet, investigates participants’ ability to uphold their cultural identity while engaging with cultures different from their own . This diCollectively, these dimensions, as elucidated by 3.3.1.n = 25) or the control group (n = 23).The current mixed methods study included 48 undergraduate students who were enrolled in a mandatory College English Band III course at a comprehensive interdisciplinary university situated in a suburban region of mainland China. The primary aim of the course was to enhance their proficiency in the English language. These individuals were categorized as intermediate level based on their English language scores derived from the annual national college entrance examinations in China. With an average age of 19.68 years (SD = 2.31), the participants were selected from two separate classes taught by an instructor who maintained independence from the researcher. In terms of prior experience with AR technologies, approximately 65% of the participants reported having some familiarity with AR applications, primarily from casual usage and exposure to mobile applications or games. Employing a quasi-experimental design, the participants were divided into either the experimental group  = −2.35, p = 0.152. Among the participants in the experimental group, eight students voluntarily agreed to partake in semi-structured interviews subsequent to the intervention. The selection of these participants was based on their willingness to engage in the interview process and their diverse backgrounds, including both prior AR experience and newcomers to the technology. It is noteworthy that student participation was entirely voluntary, and throughout the study, stringent measures were implemented to preserve the anonymity and privacy of the participants, adhering to ethical considerations and ensuring confidentiality.To ensure comparability between the groups, an independent-sample 3.2.3.2.1.To assess participants’ intercultural competence in both groups, the Intercultural Communication Effectiveness Measure developed by The internal consistency of the entire scale was rigorously evaluated using the widely accepted Cronbach’s Alpha formula. The pre-test demonstrated a reliability coefficient of 0.86, indicating a high level of internal consistency, while the post-test exhibited a reliability coefficient of 0.82, signifying a satisfactory level of internal consistency for the scale. These findings underscore the reliability and stability of the instrument in measuring intercultural competence among the participants.3.2.2.To gauge participants’ motivation in learning English as a second language, this study employed the Motivated Behavior Scale developed by One representative item from the scale was: “I am willing to invest substantial effort into mastering English.” To ensure the reliability of the scale, the internal consistency was examined using Cronbach’s alpha coefficient, yielding a reported reliability index of 0.88, indicating high internal consistency and stability of the instrument.3.2.3.In order to gain a nuanced understanding of participants’ experiences, perceptions, and attitudes towards the AR Language Learning App and its influence on intercultural competence and L2 learning motivation, semi-structured interviews were employed. This qualitative research instrument facilitated an in-depth exploration of individual viewpoints, allowing participants to elaborate on their interactions with the app.The semi-structured interviews adhered to a flexible interview guide, ensuring consistency while also permitting spontaneous and open-ended responses  was slightly higher than the control group . In the post-test, the experimental group showed an increase in the mean score  compared to the pre-test. Similarly, the control group also exhibited an increase in the mean score . Regarding L2 motivation, the experimental group had a mean score of 2.98 (SD = 0.35) on the pre-test, while the control group had a slightly higher mean score of 3.04 (SD = 0.40). For motivation post-test scores, the experimental group had a higher mean score of 3.69 (SD = 0.43) than the control group with a mean score of 3.30 (SD = 0.62).t-test conducted to assess the differences in intercultural competence and motivation between the experimental and control groups before and after the intervention.t-test revealed a significant increase in intercultural competence from pre-intervention  to post-intervention , t(24) = −5.29, p < 0.001. This change was associated with a moderate effect size, Cohen’s d = 0.46. Similarly, the experimental group demonstrated a significant increase in motivation scores from pre-intervention  to post-intervention , t(24) = −39.44, p < 0.001, with a large effect size, Cohen’s d = 0.64.For the experimental group, the paired samples t-test indicated a significant increase in intercultural competence from pre-intervention  to post-intervention , t(22) = −3.13, p = 0.005. This change was associated with a moderate effect size, Cohen’s d = 0.25. The control group also exhibited a significant increase in motivation scores from pre-intervention  to post-intervention , t(22) = −2.27, p = 0.033, with a small to moderate effect size, Cohen’s d = 0.19.In the control group, the paired samples These findings suggest that both the experimental and control groups experienced increases in intercultural competence and motivation following the intervention. However, the experimental group demonstrated larger mean differences in both intercultural competence and motivation compared to the control group. To explore the between-group differences, ANCOVA was used.F = 5.783, p = 0.020, ηp2 = 0.114]. This ηp2 value suggests that approximately 11.4% of the variance in ICC scores can be attributed to the Group variable , reflecting a moderate effect size. This finding underscores a notable difference in ICC scores between the experimental and control groups after accounting for pre-test ICC scores. Specifically, the experimental group demonstrated a more substantial increase in ICC compared to the control group.F = 17.284, p < 0.001, ηp2 = 0.278]. The ηp2 value, approximately 27.8%, signifies a substantial effect size. This outcome highlights a significant difference in L2 motivation scores between the experimental and control groups after controlling for pre-test L2 motivation scores. The experimental group exhibited significantly higher L2 motivation scores compared to the control group, indicative of the strong positive impact of integrating AR technology in language learning environments.Similarly, Overall, the results from the ANCOVA analyses support the hypothesis that the AR-based instruction had a more positive impact on both intercultural competence and L2 motivation compared to traditional instruction. The experimental group showed higher ICC and L2 motivation scores compared to the control group, indicating the potential benefits of incorporating AR technology in language learning settings.4.2.Additionally, the qualitative analysis focused on extracting themes and insights from the semi-structured interviews conducted with a subset of participants from the experimental group. Thematic analysis was used to identify patterns and commonalities in participants’ experiences, engagement, motivation, and cultural understanding facilitated by the AR Language Learning App. As revealed by the thematic analysis, participants consistently expressed a heightened level of engagement and motivation while using the AR Language Learning App. They conveyed enthusiasm about the interactive and immersive nature of the app, which made language learning more enjoyable and captivating. One participant, for instance, articulated, “I felt genuinely motivated to learn when I could see and interact with the virtual characters and environments. It made the whole process more exciting and fueled my curiosity.”Also, the AR-based instruction effectively facilitated the development of cultural understanding among participants. Engaging in virtual conversations with the culturally diverse virtual characters provided learners with valuable insights into different cultural norms, customs, and communication styles. Participants acknowledged that this exposure allowed them to develop a deeper appreciation and understanding of various cultures. One participant shared, “Interacting with the virtual characters gave me a new perspective on cultural diversity. It taught me how to adapt my language and behavior in different cultural contexts, which significantly improved my intercultural competence.”Some participants reported that the AR app enhanced their ability to apply language skills and cultural knowledge in real-world contexts. The incorporation of cultural challenges and scavenger hunts encouraged participants to explore their physical environment and identify cultural artifacts or landmarks. This aspect of the app helped participants bridge the gap between virtual experiences and the real world. As one participant mentioned, “The scavenger hunts made me more attentive to cultural elements in my surroundings. I started noticing nuances in everyday life that I had never paid attention to before. It made me feel more connected to the language and culture.” Furthermore, it was found the AR-based instruction provided participants with a personalized and adaptive learning experience. The app’s progress tracking system allowed learners to monitor their performance and track their learning progress. Students appreciated the instant feedback provided by the app, enabling them to identify areas for improvement and tailor their learning strategies accordingly. A participant, for example, emphasized, “The app’s feedback system helped me recognize my strengths and weaknesses in language learning. It motivated me to work on my weaker areas and celebrate my progress along the way.”These emerged themes and sample excerpts from the semi-structured interviews highlight the positive impact of AR technology on EFL participants’ engagement, motivation, and cultural understanding. The qualitative findings align with the quantitative results, further reinforcing the idea that integrating augmented reality technology in language instruction significantly contributes to the development of intercultural competence and L2 learning motivation in EFL learners.5.This study examined the effects of using AR in enhancing EFL learners’ intercultural competence and language learning motivation by adopting a mixed-methods approach for data collection and analysis. Initially, the quantitative findings indicated that the AR-mediated class significantly improved the learners’ intercultural competence and outperformed its non-AR counterpart in that regard. The findings in this regard are in agreement with the findings of In line with The findings also underscored a significant disparity in the performance of AR-enabled learners compared to their non-AR counterparts. AR learners showcased a higher level of self-regulation in managing their intercultural competence, a result that suggests the role of AR in cultivating an environment conducive to developing learners’ self-regulatory skills. These skills empower learners to actively engage with intercultural content, adapt their responses, and independently undertake intercultural activities, collectively enhancing their overall intercultural competence.According to From a broader perspective, these findings align with contemporary educational research, which has explored the augmentation of social interactions and collaborative learning through digital tools, portable devices, games, and adaptive learning experiences . This peThe quantitative findings of this study also shed light on the enhancement of learners’ language learning motivation through the AR-supported class, surpassing its non-AR counterpart in this aspect. These results align with the research conducted by AR amalgamates advanced technology and captivating educational content, prompting a pivotal query: What serves as the true motivator for learners—is it AR’s innovative technology or its engaging content? Unraveling these influences is pivotal to comprehending the multifaceted impact of AR on learning. The allure of AR technology stirs curiosity and interest among learners . This inDelving into the educational content of AR, a crucial insight emerges: thoughtfully curated content lies at the heart of its impact. The AR application functions as a versatile platform encompassing a spectrum of intercultural encounters, language exercises, interactive scenarios, and tailored challenges. Prior research underscores this concept, underscoring the pivotal role of engaging content in fostering motivation . HoweverThis discussion extends beyond the conventional juxtaposition of technology against content, advocating for a holistic viewpoint. While new technology sparks initial interest, absorbing content is the propelling force that nurtures and intensifies motivation over time. This harmonious synthesis positions AR as a realm where technology and content converge to shape learners’ objectives. This perspective encourages further investigation, prompting a more profound exploration of the instructional design implications.Overall, within the domain of AR’s impact, the interplay between technology and content emerges as the pivotal catalyst propelling learners’ motivation. This fusion results in an enriched learning journey that resonates with learners, enriches intercultural competence, and fuels motivation for language acquisition. This thorough exploration contributes to the ongoing discourse on technology-infused learning, fostering a deeper understanding of the diverse dimensions that shape education in the digital age. Ultimately, the integration of AR seamlessly melds technology and content, propelling learners toward gratifying learning experiences.The qualitative findings reveal the positive impact of the AR-based instruction on engagement, motivation, and cultural understanding. Thematic analysis of interviews uncovered key insights into participants’ experiences. They consistently reported higher engagement and motivation, finding the interactive and immersive nature of the app enjoyable. This suggests that augmented reality technology effectively enhances motivation and active participation in language learning .Moreover, the AR-based instruction facilitated cultural understanding by allowing learners to engage in virtual conversations with diverse characters. This exposure provided valuable insights into cultural norms, customs, and communication styles, fostering appreciation and improving intercultural competence. The app also encouraged the application of language skills and cultural knowledge in real-world contexts through cultural challenges and scavenger hunts. By bridging the gap between virtual and real experiences, language learning became more meaningful and relevant . ParticiThe qualitative findings complement the quantitative results, offering a comprehensive understanding of AR technology’s effects on intercultural competence and L2 learning motivation. Integrating augmented reality technology in language instruction shows promise in creating engaging, immersive experiences, fostering cultural understanding, and promoting learner autonomy. It is recommended that establishing an AR environment can involve students in a pleasant digital setting where they can communicate with their peers with greater efficiency, which can effectively boost their intercultural competence. The current study found that the EFL students were actively participating in user-friendly intercultural activities with their peers, which could effectively contribute to their intercultural competence and motivation. These communicative intercultural activities are believed to help students improve their capacity for self-regulating their intercultural competence. 6.The goal of the current study was to examine an AR language learning environment that was created to assist EFL students in developing their intercultural competence and learning motivation. In line with Vygotsky’s social constructivism, the results showed that the AR class was more effective than the non-AR class in enhancing the intercultural competence and learning motivation of EFL learners. The findings were due to the innovative and engaging environment which was augmented by some virtual features. The learners also confirmed that they held positive perceptions toward language learning and intercultural activities experienced in the AR environment.The findings pointed to a number of fruitful educational implications, especially for the EFL context. The AR class is suggested to be applied in interactive EFL intercultural courses since it is in line with modern ideas of student-centeredness and substantially enhances EFL students’ intercultural competence and language learning motivation. In order to improve the intercultural competence and motivation of EFL students, EFL educators, teachers, and students are encouraged to utilize an AR environment for their communicative intercultural activities. To provide EFL students with engaging communicative intercultural activities with other students, EFL educators and teachers might set up an AR class. This makes it possible for EFL students to participate in more communicative intercultural tasks that can more successfully increase their intercultural competence and language learning motivation. By taking an AR class made particularly for communicative intercultural activities, EFL students could benefit more from peer intercultural mediation. They can receive peer and AR mediation on intercultural issues and enhance their intercultural competence accordingly. Additionally, the more engaging and interesting communicative intercultural activities in the AR environment can boost EFL students’ intercultural competence and enthusiasm for language learning.Although this study contributes valuable insights into the impact of AR on intercultural competence and L2 learning motivation among Chinese EFL learners, several limitations should be acknowledged. First, the participant pool consisted of undergraduate college students enrolled in a mandatory English course in China. This specific demographic may not fully represent the diversity of English language learners across various age groups and proficiency levels. The findings may be more applicable to similar contexts and may not be generalizable to other EFL learner populations, such as adult learners or those in different educational settings.Second, the study employed a mixed methods approach, which allowed for a comprehensive exploration of the research questions. However, the scope of the qualitative analysis was limited to participants’ perceptions and experiences. A more in-depth qualitative exploration, potentially incorporating interviews and focus group discussions, could provide richer insights into the findings. Third, the duration of the study was relatively short, encompassing a single semester. Longer-term investigations could offer a deeper understanding of the sustainability of the observed effects over extended periods of time. Additionally, the study did not explore the potential influence of prior experience with AR technology on participants’ responses to AR-based language instruction. Future research could investigate whether prior familiarity with AR impacts learners’ engagement and motivation.Fourth, while the custom-developed AR Language Learning App enriched the learning experience through its cultural content, the effectiveness of individual app features and modules was not isolated in this study. Further research could delve into the specific impact of different components of the app on learners’ intercultural competence and motivation. Finally, this study focused on the immediate impact of AR on intercultural competence and L2 learning motivation. Long-term effects and transfer of skills to real-life intercultural interactions were not within the scope of this investigation. A longitudinal study that traces participants’ experiences and behaviors beyond the instructional period could offer deeper insights into the sustained impact of AR-enhanced learning.dndxjyjy@163.com.The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation. Requests to access these datasets should be directed to SL: The studies involving humans were approved by School of Foreign Languages, Southeast University, Jiangning District 211189, Nanjing, China. The studies were conducted in accordance with the local legislation and institutional requirements. The participants provided their written informed consent to participate in this study.All authors listed have made a substantial, direct, and intellectual contribution to the work and approved it for publication.


TM)  in patients with UPVD.Background: Patients with unilateral peripheral vestibular deficit (UPVD) experience vertigo, dizziness, disability, negative influences on their quality of life, anxiety, and depression. In vestibular rehabilitation, virtual reality (VR) has proven to be effective. This investigation sought to evaluate the efficacy of the Balance Rehabilitation Unit  received traditional vestibular rehabilitation, whereas Group 2 (n = 19) received BRUTM groups was not statistically significant. Both conventional vestibular rehabilitation and the BRUTM led to statistically significant improvements in all assessed parameters, with no statistically significant differences between the two groups.Results: The difference in mean age between the conventional therapy and BRUTM-supported vestibular rehabilitation and conventional vestibular rehabilitation. In addition, BRUTM facilitated patient motivation, exercise feedback, and confidence enhancement.Conclusion: Balance, mobility, and quality of life were enhanced similarly in UPVD patients by BRU Unilateral impairment of the peripheral vestibular sensory organs or vestibular nerves is known as unilateral peripheral vestibular dysfunction (UPVD), and it can be caused by a variety of factors, including disease, infection, trauma, toxicity, genetics, neurodegeneration, and postoperative factors. In approximately 50% of cases, however, the etiology remains unknown . AgrawalClinical manifestations of vestibular dysfunction include symptoms such as dizziness, nausea, vertigo, visual disturbances, spatial disorientation, gait instability, and balance impairment. These symptoms are frequently chronic and debilitating, which makes differential diagnosis difficult . InadequIndividuals with chronic vestibular dysfunction and UPVD have been shown to benefit significantly from vestibular rehabilitation exercises. Vertigo may be alleviated, postural stability can be improved, and visual acuity can be increased during head movements with the use of these exercises ,5,7. RehTM) system employs visual stimuli to detect abnormalities in postural control in patients with benign paroxysmal positional vertigo [TM system's effectiveness in vestibular therapy for those with UPVD is scarce. Therefore, the aim of this research was to compare traditional vestibular therapy with the BRUTM system for treating UPVD patients and determine which approach was more effective.Patients with vestibular disorders have been the focus of previous studies looking into the efficacy of virtual reality for balance training, and the incorporation of technology and self-learning methods into vestibular rehabilitation may offer an alternative for individuals with UPVD -12. The  vertigo , and bal vertigo . HoweverIn the Otoneurologic Department of Mexico's National Institute of Rehabilitation, "Luis Guillermo Ibarra Ibarra" conducted this prospective, randomized, single-center, controlled study. The Institutional Research Ethics Committee approved Protocol #07/16. Furthermore, the study followed the guidelines set forth by the Helsinki Declaration.Participants included men and women aged 30-60 who were diagnosed with UPVD by a physician specialist using a combination of patient history, physical exam, and vestibular and audiological testing. Patients with cognitive impairments, mobility limitations due to musculoskeletal or systemic diseases, balance limitations due to neurological disorders, vision impairments, or a known medical history of psychiatric or neurological conditions that could impair patient cooperation or cognitive function were not included in the study. Informed consent was given by all individuals.Randomization and assignment to groupsTM  system.Patients were randomly assigned to the control (n = 19) or experimental (n = 19) groups. The control group received conventional vestibular rehabilitation, while the experimental group received vestibular rehabilitation with the BRUConventional vestibular rehabilitationIn the control group, patients were treated with the standard vestibular rehabilitation program under the supervision of a physician specialist. Following the exercises originally described by Cooksey and Cawthorne  and addiTMVestibular rehabilitation with BRUTM) system. The BRUTM setup included a metal framework, a harness and protective belt, a platform, virtual reality goggles, a computer with a keyboard and mouse, and licensed software . Five days in a row, the patients were required to stand on the platform for 30 minutes during a training session. Included in the exercises were saccadic stimuli, delayed tracking, optokinetic stimuli, and visual-vestibular integration. Furthermore, the study included several sensory stimulation modifications and an escalation in task difficulty. The study involved the investigation of different optokinetic stimuli, which encompassed slow tracking, optokinetic stimuli with progressively increasing speeds, an optokinetic tunnel, a linear optokinetic train lacking panorama, a circular optokinetic train lacking panorama, a linear optokinetic train with panorama, and a circular optokinetic train with panorama. The investigation conducted in this research centered on the integration of visual and vestibular information, with a special emphasis on horizontal cephalic motions [Patients in the experimental group received vestibular rehabilitation under the supervision of a physician specialist using the Balance Rehabilitation Unit  , and theThe dynamic gait index (DGI)  was usedBalance parameters on the sensory organization test (SOT) were used to calculate the significance of somatosensory, visual, and vestibular input to overall postural stability  on a comStatistical evaluationAs appropriate, data were presented as group means and standard deviation (SD), or numbers (percentages). Continuous variables were tested for normality using the Kolmogorov-Smirnoff method. The Student's t-test and the nonparametric Mann-Whitney U-test were utilized to compare continuous and nominal variables, respectively. The statistical analysis was conducted using SPSS software, version 23.0  for Windows, with a significance level of p 0.05.TM therapy group had a mean age of 44.0 ± 10.3 years, with 13 female patients (66%) and six male patients (34%). Regarding age and gender, there were no significant differences  and nine male patients (47%), whereas 19 patients in the BRUTM), one observed a decrease in the degree of disability in all areas  in both groups; the levels of disability changed from severe disability to mild disability, with no statistically significant differences between therapies.The results of the DHI's assessment of the emotional, physical, and functional impact of dizziness on the patient are presented in Table TM rehabilitation therapies after therapy, and the Fukuda step test  and the Babinski Weill test  changed in a modest proportion of patients in both treatment groups. We found no statistically significant differences between the two rehabilitation treatments based on dynamic and static vestibular assessments of balance.In the initial evaluation of patients with UPVD before receiving specific therapies, the vestibular tests to assess dynamic and static balance were altered Table , whereasTM 26.3%). However, following treatment, all patients in both groups were no longer at risk of falling, and there were no statistically significant differences between therapies.Table TM therapies. In terms of the degree of improvement in balance, there were no significant differences between conventional therapy and BRUTM  revealed improvement in all balance conditions (SOT1 through SOT6 and composite SOT) following both conventional and BRUTM Table . PatientTreatment of peripheral vestibular problems with traditional vestibular therapy is generally accepted as a safe and effective option, with balance, daily activities, vision, and other symptoms, including vertigo and anxiety, significantly improving. As a result, it is considered the cornerstone of treatment for UPVD. Conventional rehabilitation aims to enhance the somatosensory systems, including visual and proprioceptive inputs, and promote their integration at the central nervous system level ,25. HoweTM system in treating UPVD was evaluated, and improvements were noted in several parameters, including vestibular tests for static and dynamic balance, the DHI, the DGI, and the SOT. It was determined that the BRUTM system's outcomes were comparable to those of conventional rehabilitation. In addition, patient satisfaction was significantly greater among those who received VR therapy, highlighting the advantages of this modality [According to Heffernan et al. (2021)  and Vizimodality ,26. Priomodality ,12.TM system is more beneficial to conventional vestibular rehabilitation for improving balance outcomes in patients with Meniere's disease [On the other hand, other studies have demonstrated that the BRU disease  and beni disease . In addi disease ,29. Diff disease . Recomme disease .TM system in UPVD patient rehabilitation. While the results did not demonstrate additional benefits of the BRUTM system over conventional rehabilitation, this device offers a more enjoyable method of balance training, which may improve exercise adherence and equilibrium outcomes. It is essential to consider the influential role of physician supervision in both conventional and BRUTM therapies, as it was a consistent factor in the current study and other investigations [TM system should be considered an important tool for the rehabilitation of patients with balance disorders, particularly those with UPVD [TM system. Additional evidence is available on the efficacy of the BRUTM system in older adults' vestibular rehabilitation, proving that it is an effective and recognized intervention for improving balance, boosting confidence, and preventing accidents in this population [This study contributes novel evidence regarding the effectiveness of the BRUigations . The BRUith UPVD ,27 and ipulation .TM system of rehabilitation in patients with UPVD as compared to conventional vestibular rehabilitation therapy, which is essential for enhancing patient outcomes. Importantly, conventional vestibular rehabilitation is typically administered without medical supervision, which can result in improper exercise execution and therapy abandonment. In contrast, the BRUTM system offers constant supervision throughout therapy administration. Comparing the BRUTM technology to supervised conventional therapy revealed its efficacy and the benefits of using the BRUTM system in motivating patients and supporting their confidence to improve treatment adherence and reduce symptoms. Contradictory evidence exists regarding the efficacy of the BRUTM system and other VR devices in patients with UPVD and peripheral vestibular dysfunctions, emphasizing the need for further research to establish dosage parameters and provide specific recommendations for their use.The present research demonstrates the efficacy of the BRU