VR in the language learning classroom
Worried about what it is and where to start?
The teacher's dilemma
VR has been around for a few years now, but apart from a few webinars and demonstrations at conferences there has not been much adoption of the new technology in the language learning classroom. From speaking with teachers and learners the greatest obstactle seems to be where do I begin and how can I use it in my lessons. Others have expressed the same point that my academics have expressed. Does VR in the classroom actually lead to the production of the target language from the lesson or is it just a fancy game that does little to supplement lessons?
So let’s dive in and look at both those points and what you can do to integrate VR into your classroom. We’ll look at the technology necessary, the software I have used and methods to get the most language production and educational benefit from VR.
Where to begin and what you'll need
The technology can be a bit intimitating when you start so let’s break down the best options.
The Meta Quest 2 is your best option when thinking about VR in an ELT classroom. It’s self contained so you don’t need to connect it to a high-end computer, it doesn’t have a lot of wires that you have to hook up either. However, it lacks the level of performance that the other options have. If you do happen to have some serious hardware (a dedicated graphics card for example) you can always connect it but sadly this is probably not going to be the case in many classrooms.
The PlayStation VR is another strong contender. As it runs from the console you won’t have to spend a lot of time configuring things which is a huge plus. Also, it’s pretty portable and easy to connect to a screen or interactive whiteboard.
The last two options are not ideal for a classroom due to their prohibitive cost but if you are playing to do some research on the effects of VR on education the Valve Index is second to none. The Apple vision pro is new to the market but its astronomical cost limits its practicality in the classroom.
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Software for language production
Paradoxically, you want to focus less on specific language learning material. While there are many language learning applications for VR, they tend to focus on individual learning and don’t lend themselves to a classroom environment.
What you’ll need are applications that focus on communication in order to maximise the impact of a lesson augmented by VR. These applications are usually derived from popular party games but work incredibly well in the classroom. I will list a few that I have used, highlight the language learning skills and subskills that each game targets and give some recommendations on how to adapt the game into an opportunity for genuine language learning.
Keep talking and nobody explodes
Skills: Skimming & Scanning / Paraphrasing / Interactive strategies
A very common VR game that you might have seen featured in conferences or webinars already! I’m including it because it is ideal for language learning.
The game is designed to be played by two or more players, with at least one person wearing a VR headset while the others act as “experts” using printed or digital manuals. The objective of the game is to defuse a virtual bomb within a limited amount of time by communicating effectively and solving various puzzles.
Here’s how the game typically works:
VR Player (The Bomb Defuser): One player puts on the VR headset and finds themselves in a room with a ticking time bomb. The bomb consists of various modules that have different types of puzzles or challenges. These modules can include wires, buttons, symbols, and more.
Experts (The Manual Readers): The other players, who do not wear the VR headset, act as “bomb experts.” They have access to a physical or digital manual that contains instructions on how to defuse each type of module. These manuals are available for free and can be downloaded or printed from the game’s website.
Communication is Key: The bomb defuser must describe the modules on the bomb to the experts, who, in turn, use the manual to provide instructions on how to solve each puzzle. The catch is that the defuser and experts can’t see each other’s screens, so clear and concise communication is crucial.
Race Against Time: The game adds an element of tension by including a countdown timer. If the players fail to defuse the bomb before the timer runs out or make too many mistakes, the bomb explodes, and the game is lost.
Progression: As players successfully defuse bombs, they can progress to more challenging levels with increasingly complex modules, less time, or additional hazards.
The game’s success relies heavily on teamwork, effective communication, and the ability to think under pressure. It often leads to frantic and humorous situations as players try to decipher each other’s instructions and rapidly solve puzzles to prevent the bomb from exploding.
If you want to target more specific language you can change elements in the manual to get students to produce the target langauge of the lesson.
My rating 5/5
Spaceteam VR
Skills: Communicate instructions / Immediate verbal responses/ Interaction skills
This a lesser know alternative to Keep Talking and Nobody explodes. The game places players in the roles of spaceship crew members and encourages communication and teamwork to achieve its objectives. Here’s how the game can benefit language learners in terms of language production:
Communication Practice: The game relies heavily on effective communication among players to accomplish tasks. Language learners are required to speak and listen actively to convey and understand instructions, alerts, and commands. This promotes the production of spoken language and enhances oral communication skills.
Vocabulary Expansion: “Spaceteam VR” introduces players to a variety of spaceship-related terminology and jargon. Language learners can acquire and use this specialised vocabulary in context, helping them expand their vocabulary in the target language.
Real-time Interaction: Players must engage in real-time conversations to respond to in-game challenges and coordinate actions with their teammates. This provides an opportunity for language learners to practice spontaneous and interactive communication.
Quick Thinking and Response: The fast-paced nature of the game requires players to think on their feet and respond rapidly to changing situations. This challenges language learners to produce language quickly and accurately, enhancing their ability to express themselves under pressure.
Problem-Solving through Language: Many of the game’s challenges involve solving problems or puzzles by communicating with team members. Language learners can use their language skills to collaborate and find solutions to these challenges.
Multilingual Play: It can be played in various languages, allowing language learners to choose the target language they want to practise. This flexibility supports language production and proficiency in multiple languages.
Team Coordination: The game encourages players to work together effectively, reinforcing the importance of clear and coherent communication to achieve common goals. This collaborative aspect enhances language learners’ ability to interact and produce language within a team dynamic.
The only disadvantage of this game is it can be a bit buggy depending on your hardware. There have been some patches that have improved performace but it’s going to take a bit more time to configure and test before introducing it to your students.
My rating 4/5
VR The Diner Duo
Skills: Communicate instructions / Immediate verbal responses/ Interaction skills
“VR The Diner Duo” creates a virtual environment where players must communicate with virtual customers, take orders, and interact with kitchen appliances and ingredients. This immersive experience exposes language learners to restaurant-specific vocabulary and dialogue, helping them become more comfortable using language in professional settings.
- Food Terminology: The game’s diverse menu introduces players to culinary terms and ingredients related to different dishes. Players learn to associate food items with their names and descriptions, enhancing their food-related vocabulary.
- Order Communication: Players must effectively communicate with virtual waitstaff, taking and relaying orders accurately. This aspect of the game reinforces the importance of clear and precise communication, promoting language proficiency.
- Multiplayer Collaboration: In multiplayer mode, players work as a team, with one taking on the role of the chef and the other as the waiter. Successful collaboration between players requires effective communication, mimicking the teamwork often needed in real-world restaurant scenarios. Language learners practice giving and receiving instructions, making requests, and coordinating tasks.
- Customer Interaction: Interactions with virtual customers in the game provide opportunities for language learners to engage in simulated customer service scenarios. They practice polite greetings, taking feedback, and responding to customer inquiries, enhancing their customer service language skills.
- Time Management and Communication: The fast-paced nature of the game challenges players to manage their time effectively and communicate quickly. This component helps language learners improve their ability to express themselves and convey information promptly.
- Menu Exploration: “VR The Diner Duo” encourages players to explore a diverse menu, where they can experiment with various recipes and ingredients. This exploration broadens language learners’ culinary vocabulary and knowledge.
I expect you to die
Skills: Communicate instructions / Immediate verbal responses/ Interaction skills / Problem solving
A personal favrouite of mine, the “I Expect You to Die” series offers unique opportunities for problem-solving, critical thinking, and situational language learning, all within the context of high-stakes espionage and puzzle-solving.
- Puzzle Vocabulary: The game challenges players with intricate puzzles and tools they must use to progress. As learners interact with various gadgets, devices, and environments, they are exposed to specialised terminology (e.g., “valve,” “lever,” “combination lock”), which helps expand their vocabulary related to problem-solving and technology.
- Logic and Deduction: The game’s mechanics require players to analyse clues, make deductions, and solve puzzles, promoting logical thinking. This can be an excellent way for learners to practice comprehension and interpret instructions, improving both cognitive and language skills in tandem.
- Spy and Espionage Vocabulary: Players encounter terms associated with the world of espionage, such as “agent,” “infiltrate,” “disarm,” and “surveillance.” This exposure to specialised language in context helps learners remember and use these terms in real-world scenarios.
- Mission Briefings: The game offers mission objectives through both written and spoken briefings. These tasks require players to understand and execute instructions in English, reinforcing listening and reading comprehension in practical contexts.
- Environmental Interaction: The immersive environment of I Expect You to Die puts players in a variety of scenarios where they must interact with objects such as safes, vehicles, and machinery. These interactions provide opportunities to use descriptive language, prepositions, and action verbs (e.g., “open the hatch,” “cut the wire,” “unscrew the bolt”), helping learners practice functional language in dynamic contexts.
- Time-Sensitive Tasks: Many puzzles are time-sensitive, requiring players to act and communicate quickly. This fosters skills in giving and following instructions under pressure, which can simulate real-life scenarios where quick, clear communication is crucial.
- Communication Skills: Although I Expect You to Die is primarily a single-player game, educators can create multiplayer scenarios in the classroom by having students work together to solve puzzles. In these cases, learners must communicate with each other, offering suggestions, giving instructions, and explaining strategies, further enhancing collaborative language skills.
What next?
I’ve tried using all of these in class to very mixed results but at every stage people were having fun, engaging with the language and making unforgettable learning memories. I’d recommend getting out there and using these games yourself and think about how you can adapt them to your classroom. It can be very challenging but the results will speak for themselves!