Virtual reality for intergroup contact: Impact on attitudes and anxiety toward domestic and international students

Abstract

This study investigates the impact of virtual reality (VR)-based intergroup interactions on domestic students’ attitudes and intergroup anxiety toward international students from Asian countries. Grounded in Intergroup Contact Theory (Allport, 1954), we conducted an experimental study examining whether cooperative interaction partner (domestic vs. international) and interaction outcomes (win vs. lose) influence post-contact attitudes and intergroup anxiety reduction. The results provided mixed support for VR as a tool for fostering positive intergroup contact. Contrary to expectations, interactions with international students did not significantly enhance attitudes toward them, nor did interactions with domestic students reinforce positive in-group attitudes. Results also found that domestic students were more likely to desire future interactions with an international partner after a win, whereas they preferred future interactions with a domestic partner following a loss. These findings underscore the nuanced role of VR interaction outcomes in shaping intergroup dynamics and suggest that carefully structured VR experiences may be necessary for promoting intergroup perceptions and fostering intercultural engagement.