Advances in Virtual Reality enable new learning spaces for language learning. While game-based learning generally has shown promise in the field of language learning, its potential for low-literate adults remains underexplored. In this work, we examine the potentials of Serious Virtual Reality Games (SVRGs) for language learning and describe the design of a playful SVRG involving an embodied syllable sorting task. Using a within-participants design, adults previously identified as low-literate (n = 9) played the game in two conditions: a low-immersive desktop and a fully immersive VR version. Learning outcomes were measured via pre- and post-tests. We assessed in-game performance, usability, flow, engagement, and embodiment. While the results did not reveal significant differences regarding knowledge gain, usability, and flow, participants reported increased attention playing the SVRG. Moreover, the game metrics revealed that participants pursued a trial-and-error strategy when playing the PC version, whereas in VR the interface design nudged them towards making more informed decisions.