Exploring high- and low-immersion VR for virtual exchange: E-LIVE Project

Abstract

Virtual reality (VR) is emerging as a significant tool in education, particularly in language learning. This study investigates the potential of VR-mediated virtual exchange (VE) programs by comparing high-and low-immersion VR environments in foreign language (FL) education. In this study undergraduate students participated in intercultural tasks that integrated language practice with cultural exploration within a virtual world. Two tasks were conducted in a high-immersion format, and two in a low-immersion format. Through a qualitative analysis, this paper examines VR's impact on fostering engagement, developing intercultural competence, and creating meaningful collaborative experiences. The study also explores the differential effects of high-and low-immersion VR experiences. Practical implications are discussed, focusing on VE projects, classroom integration, and teacher training programmes. The findings suggest that while VR offers promising opportunities to enhance VE projects, careful consideration of task design, technical challenges, and accessibility is crucial for its successful implementation.