Three-dimensional virtual (3D) environments provide EFL students with a rich and dynamic multimodal understanding of vocabulary. This study aims to explore implementing a 3D vocabulary learning strategy for young students on EFL vocabulary. The relationship between two facets of learning -- autonomy and collaboration -- has been studied in particular to investigate the consequences of this process's social-cultural nature. An almost theoretical research paradigm explores the effect of 3D virtual space experiences, learner influence, and cooperation on language learning. The findings demonstrated the favorable impact of virtual environments on the development of vocabulary. Specific and simultaneous autonomous usage that conflicts with the program's architecture structure has encouraged vocabulary retention rather than instruction. Importantly, pair analysis has found that survival improved more rapidly than human activity. Successful vocabulary teaching in a 3D environment is demonstrated by students' autonomous administration and their positive contact with these items and close collaboration with the employees.