Integrating VR tours in online language learning: A design-based research study

Abstract

This paper presents an investigation into the integration of virtual reality (VR) tours in online English lessons tailored for adult learners. The study utilised a design-based research approach to evaluate the effectiveness of VR tours in this context. It specifically examined the responses of adult learners to this instructional strategy by collecting data through surveys, observation notes and interviews with four learners in Japan and five learners in France, most of whom completed 10 lessons over 4 months. The research findings highlight the effectiveness of VR tours in enhancing learner motivation. Additionally, they demonstrate that perceived learning outcomes are influenced not only by the immersive experience of spatial presence but also by the novelty of technological and scenery-related aspects within the VR environment, as well as factors related to lesson design and individual learner characteristics.

Implications for practice or policy:

• VR photo tours can serve as a powerful tool for language educators to increase the learning motivation of remote learners.
• The physical location of remote learners and the ergonomics of their devices plays a crucial role in their engagement levels with VR-based online learning activities.
• Aside from the technological novelty of VR, the inclusion of diverse and visually appealing scenery can further enhance motivation and interest among online learners.