My Perspectives
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Designer. Educator. User.
VR’s impact on language learning is not determined by its technical features. It is shaped by the emotional, pedagogical, and ideological contexts we build around it.
My experience has shown me that the effectiveness of VR in language education does not depend on technological advancement alone, nor does it require educators to become technology experts. Instead, its impact lies in thoughtful and learner-centered design to bridges aesthetic, pedagogical, and experiential considerations.
To truly serve learners, digital learning spaces must be:
Only when these dimensions intersect can we move beyond language acquisition and empower learners to use language with confidence, agency, and authenticity in the world.
References
Al Musawi, A. S., Al Suhi, A., & Al Mamari, Z. (2025). Exploring EFL teachers’ perceptions of using virtual reality in education.
Contemporary Educational Technology, 17(2), ep562.
Chen, Y. L., & Hsu, C. C. (2020). Self-regulated mobile game-based English learning in a virtual reality environment. Computers &
Education, 154, 103910.
Grandgeorge, M., & Masataka, N. (2016). Atypical Color Preference in Children with Autism Spectrum Disorder. Frontiers in
psychology, 7, 1976. https://doi.org/10.3389/fpsyg.2016.01976.
Lestiono, R., & Setyaningrum, R. W. (2025, January). Developing Immersive Virtual Reality Space for Public Speaking Training:
English Debate Room in Spatial Platform. In 2025 19th International Conference on Ubiquitous Information Management and Communication (IMCOM) (pp. 1-5). IEEE.
Liu, J. (2025). Development of interactive English e-learning video entertainment teaching environment based on virtual reality
and game teaching emotion analysis. Entertainment Computing, 52, 100884.
Skulmowski, A. (2023). Ethical issues of educational virtual reality. Computers & Education: X Reality, 2, 100023.