Fostering Cultural Understanding with Virtual Reality

Abstract

In virtual reality, language learners can experience the foreign culture by exploring authentic and contextualized learning environments. To date, there is a lack of studies investigating the use of highly immersive virtual reality for cultural understanding as well as learners' attitudes toward its implementation in the language classroom. This study addresses this gap by exploring language learners' stereotypes and generalizations of the foreign culture experienced in highly immersive virtual reality, and their beliefs regarding its use in the educational setting. Undergraduate students enrolled in beginner Italian courses viewed three ordinary Italian environments with the use of their smartphones, headphones, and Google Cardboard. Through surveys, written reflections, and a focus group interview participants shared their cultural understandings and attitudes toward virtual reality. Results show that virtual reality was positively perceived and helped learners discover new cultural layers generally not encountered in traditional pedagogical materials.

A Systematic Review of AR and VR Enhanced Language Learning

“…18 articles investigated AR and VR supported speaking, e.g., [26][27][28]. 10 studies examined AR and VR for writing, e.g., [29][30][31], and another 10 discussed AR and VR enhanced cultural learning, e.g., [32][33][34]. In addition, AR and VR tools were used to promote development of language skills and knowledge such as reading, e.g., [35,36], listening, e.g., [37,38], integral language learning, e.g., [39,40], Chinese character, e.g., [41,42]; grammar learning e.g., [43,44] and English alphabet [45,46].…”

Exploring the efficacy of pre-service teachers as makers of virtual language/culture learning environments

“…As has been documented in the literature (e.g. Berti et al, 2020;Kaplan-Rakowski & Gruber, 2019), the different levels of immersion are largely due to the equipment used to experience the VR. In low-immersion…”

“…More recently, Berti et al (2020) used three 360 degree VR videos recorded by one of them in the city of Bergamo, Italy, to investigate the influence of highly-immersive VR on Italian as an FL students' preconceived ideas of Italy and Italians. Findings from written reflections and focus group interviews showed that the 360 degree VR videos allowed students to reduce their use of stereotypes.…”

“…The integration of VR in L2 and FL learning contexts has attracted the attention of an increasing number of teachers and researchers (e.g. Berti, Maranzana, & Monzingo, 2020;Chien, Hwang, & Jong, 2020;Lan, 2020;Liaw, 2019;Priego & Liaw, 2019;Shih, 2015). The two main features of VR, namely immersion and interaction, allow L2/FL learners both to practice the language and to develop their intercultural competence without leaving the classroom or their home countries.…”

“…These 360 degree photos and videos can then be shared in more deeply immersive VR to better meet the needs of their students (e.g. Berti et al, 2020;Lan, 2015Lan, , 2020Papin, 2019).…”