Instructional design for co-created and context-based VR Chinese learning environments

Abstract

The integration of VR and foreign language education offers new opportunities for contextual, interactive, and co-created learning (Durak & Cankaya, 2022). This study investigates how VR enhances co-creative CFL (Chinese as a Foreign Language) at a Japanese university, where students begin with limited language proficiency. The research focuses on the communicative potential of multimodal resources in learner-centered collaboration. Prior research has shown that virtual spaces can increase learner motivation and identity engagement even among struggling learners of English (Chen & Kent, 2019). However, their application in non-English foreign language remains underexplored. We developed VR spaces using "Spatial" through collaboration between students and the teacher. Scenarios were designed to reflect learners’ cultural interests and daily experiences. Classroom sessions incorporated VR-based tasks emphasizing spatial interaction. Data was collected through participant observation and open-ended surveys with 40 students. The results revealed that learners actively co-constructed meaning beyond spoken language, utilizing avatars, shared visual references, and spatial positioning. Motivation increased notably when scenarios aligned with learners’ lived experiences. These findings align with multimodal design approaches in foreign language education, highlighting the importance of integrating linguistic and non-linguistic resources. However, technical barriers such as device access and interface complexity were noted. This study suggests that VR-supported environments enable learners to integrate language with multiple communicative resources and build context-rich, authentic experiences. Such environments shift the focus from traditional four-skill acquisition toward contextually optimized communication.