Virtual reality: “Awesome”, “OK”, or “Not so good” for language learning?

Abstract

[EN] High-immersion Virtual Reality (VR) has rapidly gained popularity as an innovative tool that provides users with immersive and engaging learning experiences. Meanwhile, large-scale studies that provide empirical evidence regarding its effectiveness are scarce. This pilot study is part of a Meta and Immerse co-funded large-scale project investigating cognitive and affective aspects of language learning in VR. This short paper reports on one aspect of this pilot: language learners' (n=123) impressions of French as a foreign language (L2) classes conducted in Immerse, a VR language learning platform. Despite its acclaimed potential, VR may not be immediately perceived as an “awesome” tool for language learning. Our findings indicate that most learners viewed VR as "OK" or “awesome” for learning. However, only a few participants expressed VR to be “not so good.” Stemming from positive and negative feedback from the learners, we identify which aspects of VR are most appealing, and which should be carefully considered. Based on lessons learned, we share recommendations of how to avoid typical mistakes when implementing VR in a classroom.