Challenges Facing the Adoption of VR for Language Education: Evaluating Dual-Frame System Design as a Possible Solution

Abstract

This paper aims to review the challenges to wider adoption of VR technologies for language education at the university level, focusing on teaching English as a foreign language (TEFL). The first portion classifies these challenges, as outlined in the current literature, into seven main themes: “Lack of TEFL-Specific Content,” “Difficulty to Integrate Learning and Evaluation,” “Supporting Various Learning Approaches,” “Uncertainty Over Learning Outcomes,” “Costs and Development Difficulty,” “VR Sickness and Other Physical Issues,” and “Space and Setup.” In addition to this classification, it considers curriculum-related challenges that are underrepresented in current VR research, such as supporting translanguaging and content and language integrated learning (CLIL). Secondly, a novel design method, Dual-Frame System Design, is introduced, which separates VR-based experiences and TEFL learning content into separate “frames” that can be swapped in and out for different learning needs. Finally, three VR systems created with dual-frame system design are evaluated in terms of their structures, functions, and user experiences for how well they address these challenges. Lessons learned from this evaluation may be useful for the future design of VR systems.