The unexplored potential of virtual reality for cultural learning | Culture and communication in digital worlds

Author(s): Margherita Berti

Year of publication: 2021

Keywords: Language learning, Cultural education, Immersion, Computer-assisted language learning (CALL)

Methodology/Sample: _/_

Reference: Berti, M. (2021). The unexplored potential of virtual reality for cultural learning. The EuroCALL Review, 29(1), 60. https://doi.org/10.4995/eurocall.2021.12809

Abstract

Educational technology tools that improve learning and foster engagement are constantly sought by teachers and researchers. In the domain of Computer-Assisted Language Learning a variety of tools, for instance blogs and podcasts, have been used to promote language and cultural learning (Shih, 2015). More recently, virtual reality has been identified as a technology with great potential for the creation of meaningful and contextualized learning experiences. Despite the learning affordances of virtual reality, in language education most of the literature has focused on the low-immersive version, whereas research investigating highly immersive virtual environments has only emerged in recent years (e.g., Berti, 2019; Blyth, 2018). In other fields, the use of highly immersive virtual reality has been compared to traditional pedagogical resources and demonstrated that students’ learning improved with the use of virtual environments as compared to two-dimensional video and textbook learning conditions (Allcoat & von Mühlenen, 2018). Considering the potential learning benefits of this technology, this paper argues that longitudinal empirical research in language education is strongly needed to investigate its potential unexplored impact on language and cultural learning.

> Summary

The paper discusses the shift from low to high immersive VR in language education, highlighting its potential for cultural learning.
It emphasizes the need for more research on highly immersive VR’s impact on language acquisition and cultural understanding.
The literature review indicates that low immersive VR has been more extensively studied, while highly immersive VR remains underexplored.
The authors argue for longitudinal studies to assess the long-term benefits of VR in language education.

> Problem statement

The paper highlights a lack of empirical research on low immersive VR for cultural learning in language education.
It notes that highly immersive VR’s potential in language education remains underexplored.
The shift from low to high immersion in VR has not been adequately documented in language learning contexts.
There is a need for longitudinal studies to investigate VR’s impact on language and cultural learning.
The paper discusses the challenges faced by educators in integrating VR into language education.

> Methods used

Data were collected through biology knowledge questionnaires before and after the learning phase to assess learning outcomes.
Participants engaged in various learning conditions: traditional textbook, 2D video, and highly immersive VR environments.
Blog entries, interviews, and cultural knowledge tests were utilized to evaluate cultural learning in low immersive environments.
Surveys were conducted to gather feedback on the use of Google Cardboard and the Google Street app.
The paper emphasizes the need for longitudinal empirical research to explore VR’s impact on language and cultural learning.

> Practical implications

The paper highlights the need for longitudinal studies to explore VR’s impact on language and cultural learning over time.
It suggests that VR can enhance foreign language acquisition by providing authentic cultural experiences.
The research indicates that highly immersive VR environments may improve student engagement and retention compared to traditional methods.
The findings advocate for integrating VR technology into language education curricula to support cultural learning.
The paper emphasizes the importance of addressing the gap in empirical research on highly immersive VR in language education.