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Fostering Cultural Understanding with Virtual Reality: A Look at Students' Stereotypes and Beliefs

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  • Margherita Berti

    (University of Arizona, Tucson, USA)

  • Stefano Maranzana

    (Southern Methodist University, Dallas, USA)

  • Jacob Monzingo

    (University of Arizona, Tucson, USA)

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.

Suggested Citation

  • Margherita Berti & Stefano Maranzana & Jacob Monzingo, 2020. "Fostering Cultural Understanding with Virtual Reality: A Look at Students' Stereotypes and Beliefs," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), IGI Global, vol. 10(1), pages 47-59, January.
    • Handle: RePEc:igg:jcallt:v:10:y:2020:i:1:p:47-59
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    File URL: http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/IJCALLT.2020010104
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    Cited by:

    1. Xinyi Huang & Di Zou & Gary Cheng & Haoran Xie, 2021. "A Systematic Review of AR and VR Enhanced Language Learning," Sustainability, MDPI, vol. 13(9), pages 1-28, April.

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